Prompting Training

Training on prompting techniques and prompt fading procedures in ABA therapy.

What is Prompting?

Prompting in ABA refers to the level of instruction given when asking a child to complete a task. This can be a visual, verbal, or physical cue. When done correctly, prompting:

• Increases the rate of responding
• Lowers frustration
• Helps the individual learn more efficiently

Goal: Get the learner to independence

Prompt Hierarchy

Prompts range from most intrusive to least intrusive:

Full Physical → Partial Physical → Model → Verbal → Gestural → Positional → Independent

Types of Prompts

Physical Prompts

• Hand over Hand (HOH)
• Leading a child by the hand
• Physically moving a child
• Fade from Full Physical to Partial Physical

Verbal Prompts

• Full verbal
• Partial verbal
• Indirect verbal

Caution: Verbal prompts can be difficult to fade!

Model Prompts

Demonstrating for the child what you want them to do

Gestural Prompts

Gesturing, pointing, making a non-verbal motion

Note: Don’t combine with words—that’s actually 2 prompts

Visual Prompts

• Larger stimuli
• Brightly colored stimuli

Spatial/Proximity Prompts

Putting the correct choice nearer to the child than incorrect choices

Sequential Prompts

Working on easy tasks first, building up to difficult tasks

Textual Prompts

Writing out the steps of the task

Tactile Prompts

Using actual stimuli as a prompt/reminder (e.g., placing briefcase by front door)

Prompt Fading Procedures

Most-to-Least (Decreasing Assistance)

Move UP the prompting hierarchy from most to least intrusive.

Order: Full physical → partial physical → model → full/partial verbal → gestural → positional → independent

Key Points:

• Use differential reinforcement based on independence
• More independence = more reinforcement
• Less independence = lower reinforcement (just praise, no concrete reinforcer)
• Can add time delay before most intrusive prompt to give learner opportunity to respond independently

Pros: Fewer errors and less prompt dependence than least-to-most

Least-to-Most (Increasing Assistance)

Move DOWN the prompting hierarchy from least to most intrusive.

Start with least intrusive prompt and wait. If that doesn’t work, move to more intrusive prompts.

Advantages: Gives the learner every opportunity to be as independent as possible

This is used most often!

Graduated Guidance

Provide manual/physical prompts, then fade by changing intensity or location.

Example - Teaching chair pushing:

1. Hand-over-hand prompts (light touches)
2. Prompt at the wrist
3. Prompt at forearm
4. Prompt at elbow
5. Prompt at shoulder
6. No touch, just follow movements
7. Independent while instructor remains seated

Tip: Graduated guidance from behind may be more effective than verbal prompts because the student responds to environmental cues rather than instructor cues.

Delayed Prompting

Insert a brief period between the natural stimulus and the prompt delivery.

Example - Teaching “What’s your name?”:

1. First 5-10 trials: Question immediately followed by model “John”
2. Later: 1-second delay between question and model
3. Gradually increase delay (usually 1-second increments)
4. Continue until child responds before prompt

Caution: Watch for learners who wait for prompts instead of anticipating them.

Reinforcing Independence

Shift reinforcement from prompted responses to unprompted responses as quickly as possible. Ongoing reinforcement of prompted behavior leads to prompt dependence.

Prompt Dependence

Definition: When a person responds to prompts instead of responding to the cues expected to evoke the target behavior.

The child knows exactly what to do but waits for the prompt before taking action.

Inadvertent Prompts

Watch for unintentional prompts you may be giving:

• Looking at the correct picture before asking child to select
• Gaze patterns that give away answers
• Body language cues
• Always placing correct answer in same position

Students, especially those with ASD, may learn to “read” these cues instead of learning the actual skill.

Individualize

Do not assume prompting procedures effective for one skill or learner will work for others.

• Select techniques through direct observation
• Measure each individual learner’s response
• Pretest effectiveness during brief tryouts
• Examine the data!

References

• Cameron, M. J., Ainsleigh, S. A., & Bird, F. L. (1992)
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition)
• Bennett, D. L., Gast, D. L., Wolery, M., & Schuster, J. (1986)