G-7: Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most) ©
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Key Terms: stimulus prompting, response prompting, errorless prompting, most-to-least prompting, least-to-most prompting
Definition: Errorless prompting – using prompts to make sure that the learner performs the response correctly. Different people and situations are going to call for different prompt levels.
Example: Errorless prompting – Kimmy is running a DTT correction trial. She asks her client, “Which one is green?” and immediately points to the correct card. (This would be errorless if point prompts reliably work for the client.)
Definition: Most-to-least prompting- using prompts that are more intrusive first, and fading them over time to less intrusive prompts, as long as the learner is showing us that they are learning. Best for teaching new skills.
Example: Most-to-least prompting – Kimmy is introducing her client to new learning targets. She says, “write an A” and immediately moves in with a prompt to support the correct response (hand over hand). Later, she gives the same direction with a prompt at the elbow.
Definition: Least-to-most prompting – using prompts that are less intrusive first, and moving in with more intrusive prompts if the learner makes and error or does not respond. Best for reviewing skills, figuring out what the person knows, or situations where the person is no longer performing a mastered skill.
Example: Least-to-most prompting – Kimmy is reviewing previously mastered tasks with her client (brushing teeth). She starts with a simple direction, “Hey, brush your teeth!” and moves in with more intrusive prompts if the client doesn’t respond or begins to make an error.