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PromptingHierarchyPowerpointpresentation-1

Prompting is an evidence-based practice that involves using various types of prompts, starting from the least intrusive to the most restrictive, to encourage student independence. Common mistakes include using inappropriate prompts and failing to fade prompts effectively, which can lead to prompt dependency. Accurate data recording is essential to track the level of prompting needed by students and to ensure they are mastering skills independently.

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Nivlac Wong
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5 views

PromptingHierarchyPowerpointpresentation-1

Prompting is an evidence-based practice that involves using various types of prompts, starting from the least intrusive to the most restrictive, to encourage student independence. Common mistakes include using inappropriate prompts and failing to fade prompts effectively, which can lead to prompt dependency. Accurate data recording is essential to track the level of prompting needed by students and to ensure they are mastering skills independently.

Uploaded by

Nivlac Wong
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Prompting!!!

Prompting
• Prompting can be used at
is an anytime, anywhere! But, it is
important to understand which
evidence- prompt to use with a student.
Typically when prompting, we
based begin with the least intruisve
prompt and work our way to a
practice more restictive prompt. This
allows for greater independence.
(EBP)
We use
prompts in our
everyday life!
Verbal.... verbal.... verbal (there ARE other kinds of
prompts)

• Physical... physical... physical

• No wait time

Common mistakes • Inappropriate prompts


of prompting
• Not catching errors

• Response to learner not immediate (reinforcement


is key)

• Prompts not faded effectively


Procedures of Prompting
• Least-to-most – Sequence from the least amount of help to
the most amount of help
• Simultaneous prompting – Cue and controlling prompt
delivered simultaneously
(The controlling prompt is any prompt that consistently
results in a prompted correct response, based on what you
know about the child.)
• Fading – Gradually removing the prompt during teaching
3 parts of • Antecedent (target stimulus and prompt,
tells the learner to use the target skill)

prompting • Target skill ( the learners response to the


antecedent)

procedure • Consequence ( the response given to the


learner. I.e reinfrocement and feedback)
Prompt dependency... what is it?
Independent critical thinking...
Students can and WILL become
dependent on prompts if you do not fade
prompting and work from least to most
restrictive prompting. Dependncy begins
when you provide prompts that are NOT
needed. Keep prompts weak!
Recording data with prompting
• When recording data it is CRUCIAL to remember that the most intrusive
prompt used is the prompt to record. Know that prompting a student
on the next sequence of a step means they have not mastered the skill.
• When recording be sure to indicate the prompt used:
I Student performed independently
G Student needed a gestural prompt
Pic Student needed a visual prompt
V Student needed a verbal prompt
M Student required a modeled prompt
PP Student required a partial physical
HOH Student required hand over hand assistance
• A student needs to generalize in three areas for generalization

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