Prompts
Generally, we use more obvious prompts when teaching a new skill and more subtle prompts when the learner has mastered a skill but needs a reminder. Types of prompts include: • physical or hand-over-hand assistance • gestural such as pointing • modeling or demonstration • visual such as a picture • textual such as written checklist • verbal such as “What do you want?”
Prompts are defined as extra cues or hints that help the learner to know what to do in a particular situation or time. Prompts are things we do to increase the likelihood that learners will make the correct responses. Whenever a learner is being taught something for the first time or has not yet mastered a skill independently, prompting should be used to ensure correct responses and to prevent errors. Even after a learner has mastered a skill, he/she may still need prompting to respond within an appropriate amount of time and in new situations.
Example 1 The instructor says, “Do this,” while clapping her hands together. She then reaches over to take the child’s hands and makes a clapping motion with them. This physical prompt ensures that the learner correctly imitates the teacher. Example 2 A mother and a child are in a toy store. The mother says, “You can pick out a toy.” The child does not respond. The mother then shows him two toys and verbally prompts him, “Do you want Winnie the Pooh or Elmo?” The child grabs Elmo. The mother notices that the visual and verbal prompts made his response more likely.
Resources
MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people with autism. In C. Maurice, G. Green, & R. M. Foxx (Eds.). Making a difference: Behavioral intervention for autism (pp. 37-50). Austin, TX: PRO-ED. Van Houten, R. (1998). How to use prompts to initiate behavior. Austin, TX: PRO-ED.
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ABA Principles & Methods
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