This document outlines steps for implementing prompts to help students with skills. It begins by defining prompts as cues added to elicit correct responses. There are stimulus and response prompts. The steps are: 1) identify the target skill; 2) identify the target stimulus; 3) select cues or directions; 4) determine the prompting hierarchy levels; and 5) select prompt types. Prompts should be faded gradually to avoid prompt dependence by increasing time before prompts or reducing prompt intensity. Various prompting procedures are described, including least-to-most, most-to-least, graduated guidance, and time delay.

1. Steps for Implementation
Ms.Sneha Sawant
Asst.Special Educator

2. What are prompts?
A prompt is something that is added into the
environment to help to bring out a correct response
from the learner. There are two different categories
of prompts: stimulus prompts and response prompts.
Under the two categories are various types of
prompts that can be used, depending on the student
and situation.

3. Steps for Implementation of
prompts
Step 1. Identifying the Target Skill/Behavior
Target behavior should be observable and measurable.
a. discrete task.
A discrete task is one that requires a single response and is of
relatively short duration.
Examples include pointing to objects, identifying letters, and
answering questions.
b. A chained task.
Chained tasks are those requiring a number of individual behaviors
that are sequenced together to form a more complex skill.
Examples of chained tasks include washing hands, getting dressed,
putting on coat, cooking, and transitioning from one class to the next. In most cases,
teach the chain in the sequence that is usually used by others who are competent at
completing the task.
.

4. Step 2. Identifying the Target Stimulus
a. A naturally occurring event :
Examples: Having dirty hands after finger painting is the
target stimulus for hand washing; needing to use the bathroom is the target
stimulus
for asking to use the restroom or moving to the bathroom and using it.
b. completion of one event or activity.
Examples: Completing an activity like for putting materials away, cleaning
up the area, and moving to the area for the next activity; finishing one job is
the target stimulus for doing the next job (e.g., finishing stocking a shelf in
the store, is the target stimulus for taking the boxes to the trash).
c. an external signal.
Examples: A ringing bell may signal it is time to go to the next
class; a work shift is completed in an employment situation; or the clothing
is dry and
should be taken from the dryer, sorted, folded, and put away.
.

5. Step 3. Selecting Cues or Task Directions
a. Material or environmental manipulation. Getting the materials set
up and ready
before the learner comes to the activity (e.g., setting up tasks for
individual work
time, setting the table before snack, placing playdough and toys on the
table,
arranging desks for small group work)
b. task direction. Telling learner to wear his bag on to go home,
giving a picture card to
go wash hands, presenting a flashcard with a sight word on it and
asking, ―What is this?‖

6. 4. Selecting the Number of Levels in the Hierarchy
With the least-to-most prompting procedure, the
hierarchy must have at least three levels, but it may
have more. The first level is always the independent
level (no prompts are used), and the last level uses the
controlling prompt (one that ensures the learner with
ASD responds correctly). The other prompt levels,
called intermediate levels, provide more help than the
independent level and less help than the controlling
prompt.

7. Note :
The least-to-most prompting procedure requires
a minimum of three prompt levels (independent,
intermediate, and controlling prompt).
There is no limit to how many levels can be
used, but generally no more than five levels are
practical.
 Five levels would have an independent level,
three intermediate levels (each providing more
assistance than the former), and the controlling
prompt.
The least-to-most procedure must always start
with the independent level and end with a
controlling prompt.

8. What does a prompting hierarchy look like?
Below is an example of a typical response prompting hierarchy:
Independent – the child is able to perform the task on his/her own with no
prompts or assistance
 Gesture – indicate with a motion what you want the child to do (e.g., pointing)
Indirect (Verbal or Nonverbal) – tell the child that something is expected, but
not exactly what (e.g., “Now what?” “What’s next?”, etc.) or use body language
(e.g., expectant facial expression, questioning hand motion with a shrug, etc.)
Direct Verbal – tell the child what he/she is expected to do or say (e.g., “Turn
your power chair right.”)
 Modeling – show the child what you want him/her to do
Partial Physical Assistance – provide minimal supported guidance
 Full Physical Assistance – provide hand-under-hand guidance to help the
student complete the desired task

9. Step 5. Selecting the Types of Prompts to Be Used
IndependentIndependent
Gesture
Indirect (Verbal or Nonverbal)
Modeling
Direct Verbal
Partial Physical Assistance
Full Physical Assistance
Leastto
Most
M
ost to
Least

10. Stimulus Prompts
Stimulus prompts are used in conjunction with the antecedent to help elicit a
correct response when the discriminative stimulus or instruction is presented.
Movement Cue
Position Cue
Redundancy Cue
occurs when an instructor identifies the correct response by pointing,
touching or looking at the item.
occurs when the target item is placed in a different position than the rest of
the items to help elicit the correct behavior.
occurs when one or more dimensions of the target (such as color, size or
shape) are exaggerated and paired with the correct response.

11. How to reduce/fade prompts ?
1.Most to Least 2. Least to Most
The instructor
physically guides the
student through the
entire performance and
then gradually reduces
the amount of
assistance needed.
A typical fading
sequence could be
physical guidance to
visual prompts to verbal
instructions to no
prompts.
A child is given the
opportunity to perform
the response with the
least amount of
assistance/help.
A child receives more
physical prompting as
they make an error.

12. 3.Graduated Guidance 4. Time Delay
the instructor follows the
child’s movements closely with
their hand without touching the
student.
moving the instructor’s hand
from the student’s hand to
elbow to shoulder to no prompt
occurs when a time interval is
implemented between the
presentation of the direction
and the presentation of the
prompt.
For example : a child is
instructed “point colour blue. 1-
3second of pause is inserted
and if the child does not
respond then move to higher
level of prompts (manually
telling to point at colour blue)

13. For example:
Suppose you teach a child to “wash hands in the wash
basin” initially you instruct the child verbally “wash hands in
the wash basin” if the child does not response, or make a
an error the teacher repeats the instruction (pauses 5 to 10
seconds) then points to the wash basin. If this does not
produce a correct response, the teacher repeats the
instruction, (pauses 5 seconds) and, then models washing
hands in the basin. If this fails to produce a correct
response, the teacher gives the instruction again (pauses)
and then manually/physically guides him/her to wash
hands in the basin)
This is least to most or increasing assistance, prompts
hierarchy

14. What would you do when your child becomes Prompt Dependent ?
Prompt dependency occurs when too many prompts are in place or are not
being faded quickly enough.
A prompt dependent child stops thinking on his/her own and becomes
completely dependent on the therapist, even for familiar activities that she/he can
do.
If a child has become too prompt dependent, ask him simple questions (where
do we go next, what do you need to write, etc.), one command at a time and give
the child time to process it and respond accordingly. Initially, the child will make
mistakes and get the wrong things, but guide him gently and let him learn through
his actions.
Patient handling is important, as it takes a longer time for a prompt dependent
child to start thinking independently.

15.  Whilst fading each prompts it is important to fade the “intensity” of prompts.
 the teacher should not repeat prompts over and over again if the child is not
performing successfully.
 Planned, systematic delivery, and fading of prompts is essential.
 A variety of prompt delivery and fading methods have been successfully used
with individuals with ASD.
 One type of prompting strategy is referred to as a “least to most” prompt
procedure.
 With this method, prompts are presented one after another providing a
gradual increase in assistance as needed.
 For instance, the teacher provides a verbal prompt telling the child to keeping
his bag. If the child does not respond within a specified time period such as
five seconds, the teacher may provide a gesture prompt such as pointing to
the bag and the place to keep bag. If the child does not respond to the gesture
prompt within five seconds, the teacher might provide a physical prompt such
as guiding his hands to place the bag on the floor.
Points to Remember

16.  Avoid unintentional prompts such as positioning of materials,
voice inflection, facial expressions and not changing the order of
concepts or instructions.
 If it is not possible to prompt simultaneously with the instruction,
prompt IMMEDIATELY following the instruction.
 Reinforce prompted responses less than unprompted.
 Do not allow the student to fail repeatedly.
 Fade the intensity of prompts gradually.
 Give only general commands and not step by step instructions
(e.g. do fast, its time for lunch, versus get your lunch bag, take it
to your seat etc.)

17.  Make the prompts less intrusive (e.g. move from full physical to partial
physical).
 As prompts are faded, remember to reinforce more independent
responses.
 Provide more/longer access to reinforcers for unprompted skill
responses.
 Should keep a track whether child is being prompt dependant.
 Should keep 3-5seconds pause for each prompts.
 Only one person should provide prompts. Too many prompts
(parents/others) at same time during session leads to child’s
confusion.
 Gradually removing the stimulus prompt
Example: Students look at the answers on the flash cards less and less
as they learn the answers to multiplication problems.

18. Please refer to videos links below for better
understanding of the above slides.
 https://www.youtube.com/watch?v=TDijJjKHMVQ
https://www.youtube.com/watch?v=JqlPhfdIj2Y
https://www.youtube.com/watch?v=8XFC7v37JK0
https://www.youtube.com/watch?v=jc4l-A8utAY