What Is a Prompt?
A prompt is assistance provided to help the learner make the correct response so that the response can be reinforced.
Prompts are temporary supports.
They are essential when teaching new skills but should be faded as the learner becomes more independent.
Prompt Hierarchy
The prompt hierarchy moves from most intrusive to least intrusive.
Full Physical Prompt
The RBT provides hand-over-hand guidance through the entire response.
Partial Physical Prompt
The RBT provides only partial physical assistance, such as:
- A touch at the elbow
- A light guiding movement
Model Prompt
The RBT demonstrates the correct response for the learner to imitate.
Gestural Prompt
The RBT provides a gesture, such as:
- Pointing
- Nodding
- Tapping near the correct item
Verbal Prompt
A verbal prompt may be:
- Direct: “Pick up the red one.”
- Indirect: “What comes next?”
Exam Tip: Although verbal prompts may seem less intrusive, they are often difficult to fade. For this reason, many teaching plans prefer gestural or physical prompts for some learners.
Visual Prompt
Examples include:
- Pictures
- Written cues
- Visual schedules
Positional (Proximity) Prompt
The correct item is placed closer to the learner than the other choices.
Prompt Fading Strategies
Important: Prompt hierarchies may vary slightly across teaching plans. Always follow the plan in force.
Most-to-Least (MTL) Prompting
With Most-to-Least (MTL) prompting:
- Begin with the most intrusive prompt that guarantees success.
- Gradually fade to less intrusive prompts.
Example progression:
Full Physical → Partial Physical → Gestural → Independent
Most-to-Least is best for:
- New skills
- Learners who are prone to errors
It supports errorless learning.
Least-to-Most (LTM) Prompting
With Least-to-Most (LTM) prompting:
- First, allow the learner an opportunity to respond independently.
- If needed, gradually increase the level of assistance.
Example progression:
Independent → Gestural → Verbal → Model → Physical
Least-to-Most is best for learners who already have partial skills.
It provides only as much assistance as necessary, although errors may occur before prompting.
Prompt Dependency
Prompt dependency occurs when the learner waits for a prompt instead of responding to the SD.
Common causes include:
- Prompts that are never faded
- Unintentional cues, such as the RBT looking toward the correct answer
- Reinforcing prompted and independent responses equally
Reducing Prompt Dependency
Strategies to reduce prompt dependency include:
- Planned prompt fading
- Time delay
- Providing stronger reinforcement for independent responses
- Carefully eliminating unintentional cues
Exam Recognition Cues
Most-to-Least Prompting
“Started hand-over-hand, moved to a light touch, then a gesture.”
→ Most-to-Least (MTL)
Least-to-Most Prompting
“Waited for him to try, then pointed, then modeled.”
→ Least-to-Most (LTM)
Prompt Dependency
“He looks at her face before answering every question.”
→ Prompt dependency caused by unintentional facial cues.