Step 1.8 Sequence the prompts from least-to-most

When sequencing, determine which prompts provides the toddler with:

  • the least amount of assistance,
  • more information, and
  • the most amount of assistance or enough to perform the skill or behavior correctly.

Sequence prompts from least-to-most, beginning with the independent level (least) and progressing to increased assistance (most) within the hierarchy.

 
You may want to ask the following questions:

a) Which types of prompts have been successful in teaching the toddler new skills?
b) Has the toddler been taught how to use this type of target skill before?
c) What types of prompts have been the most successful when teaching the toddler a variety of skills?
d) If this target skill has been successfully taught to others toddlers, what was the least-to-most sequence?
e) Does the toddler use the target skill correctly when each prompt is used separately?

(Wolery, Ault, & Doyle, 1992)