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Prompting Presentation

Prompting involves using additional cues or stimuli to elicit a correct response when teaching new skills. There are two types of prompts: stimulus prompts which modify the antecedent stimuli, and response prompts which provide additional cues about the desired response. A response prompt hierarchy is used, starting with less intrusive prompts like gestures and moving to more intrusive prompts like physical guidance if needed. Prompts are then faded over time to transfer control of the behavior to the natural discriminative stimuli in the environment.

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daniel.khotawanich
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35 views

Prompting Presentation

Prompting involves using additional cues or stimuli to elicit a correct response when teaching new skills. There are two types of prompts: stimulus prompts which modify the antecedent stimuli, and response prompts which provide additional cues about the desired response. A response prompt hierarchy is used, starting with less intrusive prompts like gestures and moving to more intrusive prompts like physical guidance if needed. Prompts are then faded over time to transfer control of the behavior to the natural discriminative stimuli in the environment.

Uploaded by

daniel.khotawanich
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PROMPTING

PREPARED BY: DANIEL KHOTAWANICH


WHAT IS PROMPTING?

• An added stimulus or additional antecedent stimuli that assists in


occasioning a correct response in the presence of the S D that will
eventually control the behaviour
• SD = AKA discriminative stimulus; "a stimulus in the presence of which a particular response will
be reinforced”
• Example: The phone’s ring functions as an SD for answering the phone. We answer the phone
when it is ringing, and we do not answer the phone when it is silent.

(Cooper, Heron, & Heward, 2020)


WHY DO WE PROMPT?

• To teach and support behaviours that are currently outside of the student’s repertoire or
not yet under the control of the SD so they can occur and be reinforced, which leads to an
increase in those behaviours that can remain within the learner's repertoire
TWO TYPES OF PROMPTS

• STIMULUS PROMPTS
• Uses movement, position, and redundancy if antecedent stimuli as stimulus prompts to to
occasion a correct response in the presence of an S D that will eventually control the behavior
• Operate directly on the antecedent stimuli

• RESPONSE PROMPTS
• Additional antecedent stimuli used to occasion a correct response in the presence of an S D that
will eventually control the behavior (e.g., instructions, modelling, and physical guidance)
• Operate directly on the response

(Cooper, Heron, & Heward, 2020)


STIMULUS PROMPT EXAMPLES

Movement

Position

Redundancy
STIMULUS PROMPT EXAMPLES

POSITION – place the


correct card closer to the
student
STIMULUS PROMPT EXAMPLES

Movement

Position

Redundancy
STIMULUS PROMPT EXAMPLES

REDUNDANCY – when one or more


stimulus or response dimensions (e.g., colour,
size, shape) are paired with the correct
choice
STIMULUS PROMPT EXAMPLES

Movement

Position

Redundancy
STIMULUS PROMPT EXAMPLES

MOVEMENT – pointing to,


tapping, touching, or looking
at the correct card
RESPONSE
PROMPT
HIERARCHY
TYPES OF RESPONSE PROMPTS

• EXPECT & WAIT


• GESTURE PROMPT
• VERBAL PROMPT
• VISUAL PROMPT
• MODEL PROMPT
• PARTIAL PHYSICAL PROMPT
• FULL PHYSICAL PROMPT
EXPECT & WAIT

• Pausing, with an expectant look on your face, after a cue has been presented to prompt
the learner to respond appropriately, a very subtle form of prompting
GESTURE PROMPT

• Using a gesture, such as a point, a motion, a hand-out, to add more meaning to the
instructional cue that assists the learner in understanding
• Provide non-verbal info to indicate what to do (e.g., point to correct object in picture)
VERBAL PROMPT

• Providing an extra verbal cue, such as saying the answer, providing the first sound of the
answer, or repeating the instruction, to assist the learner in understanding.
• DIRECT verbal prompt - Tell learner what to do or say (e.g., ”ask for some help”)
• INDIRECT verbal prompt - Indirectly inform the learner (e.g., "what's the magic
word?”)
VISUAL PROMPT

• An extra visual support, such as a “wait” or “stop” sign, a picture schedule, a picture
choice board, that is placed in an easy to view location to assist the learner in responding
to the natural cues prompted by the visual.
MODEL PROMPT

• A demonstration of the targeted behaviour by the adult that the learner then copies
• Provide a model of correct response for learner to imitate (e.g., "I want some help
please”)
PHYSICAL PROMPT

• Using a physical touch in some way to assist the learner in


responding appropriately. The most intrusive prompting
level.
• Partial physical prompt – provide minimal/some physical
support (e.g., touch elbow as cue to reach for object)
• Full physical prompt – provide hand-over-hand support
(e.g., put your hand on top of learners while moving
through motions of hand washing)
WHY DO WE FADE PROMPTS?

• To transfer stimulus control from “controlling" prompt to naturally existing stimulus and
minimize error responses in presence of natural SD

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