Prompting

Module Author

Frank Porter Graham Child Developmet Institute

Prompts are generally given by an adult before or as a toddler attempts to use a skill. With prompting procedures, parents, family members, early interventionists, child care providers, or other team member can use different types of prompts systematically to help toddlers with Autism Spectrum Disorder (ASD) acquire target skills.

A variety of prompting procedures support the learning and development of toddlers with autism spectrum disorders (ASD).

Two types of prompting procedures are covered in this module:

Least-to-Most Prompting
Graduated Guidance Prompting

Within this learning module, both prompting procedures will be presented with separate implementation steps, resources, and checklists.

What are the learning goals for this module?

By the end of this module, you will be able to:

Describe the evidence base for prompting
Describe the key reasons to use prompting as a way to support positive outcomes for toddlers with ASD
Describe two prompting procedures, least-to-most and graduated guidance, that are appropriate to use to teach toddlers and how to decide which procedure to use
Determine what assessment information is required to use either a least-to-most or graduated guidance prompting procedure
Plan and implement a least-to-most and a graduated guidance prompting procedure
Develop strategies for monitoring progress of a toddler when using either a least-to-most or graduated guidance prompting procedure
Identify some of the challenges of using least-to-most or graduated guidance prompting procedure and how to address them

Which Prompting Procedure to Use?

View tips for how to determine which of the two Prompting Procedures to use

Introduction to Least-to-Most Prompting

This prompting procedure is also referred to as the system of least prompts. With this procedure, a prompt hierarchy is used to teach toddlers with ASD new skills. The hierarchy is comprised of at least three levels sequenced from the least amount of assistance to the most. The first level provides the toddler with the opportunity to respond without prompts. The remaining levels are sequence from the least amount to the most amount of help. The final prompt is called a controlling prompt or the prompt that ensures that the toddler will complete the behavior or skill.

Introduction to Graduated guidance Prompting

With graduated guidance, practitioners provide a controlling prompt (i.e., a prompt that ensures the toddler will use the skill correctly) and then gradually remove the prompt during a learning activity or routine as the toddler begins to learn the skill. This procedure differs from other prompting procedures because it requires practitioners to make judgments, based on the toddler's response, during a learning activity or routine about the type and amount of prompting to provide.

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Prompting

Prompting

Least-to-Most Prompting

Graduated Guidance Prompting

Which Prompting Procedure to Use?