Prompting Strategies in ABA

Summary: This page covers prompting strategies used in ABA to help learners acquire new skills. You’ll learn about the different types of prompts (physical, model, gestural, verbal), prompting hierarchies (most-to-least and least-to-most), and effective prompt fading techniques. As an RBT, you’ll use these strategies to support skill acquisition while promoting independence through systematic prompt removal.

Prompts are supplementary antecedent stimuli that help learners perform target behaviors correctly. As an RBT, you’ll use various prompting strategies to support skill acquisition and gradually fade prompts to promote independent responding. Effective prompting ensures successful learning while minimizing errors and frustration.

Types of Prompts

Prompts can be categorized based on the type of assistance provided:

Verbal Prompts

Verbal prompts use spoken words or sounds to guide the learner’s response.

Types of Verbal Prompts

1. Full Verbal Prompt: Providing the complete verbal response

   • Example: “Say ‘ball’” or “The answer is four”

2. Partial Verbal Prompt: Providing part of the verbal response

   • Example: “B…” (for “ball”) or “F…” (for “four”)

3. Indirect Verbal Prompt: Giving a hint or asking a question

   • Example: “What do you bounce?” or “How many is 2+2?”

When to Use Verbal Prompts

• Teaching verbal responses
• Supporting learners with strong echoic skills
• When other prompt types are too intrusive
• For learners who respond well to verbal instruction
• When physical prompts are not appropriate

Advantages of Verbal Prompts

• Non-intrusive: Doesn’t require physical contact
• Natural: Similar to typical teaching interactions
• Easily adjusted: Can be made more or less supportive
• Efficient: Quick to deliver and fade
• Versatile: Can be used across many skills

Limitations of Verbal Prompts

• May create dependency: Some learners become reliant on verbal cues
• Less effective: For learners with language processing difficulties
• Can be distracting: May add unnecessary language processing
• Difficult to fade: Subtle changes can be challenging to implement consistently
• May not be specific enough: For complex motor skills

Model Prompts

Model prompts demonstrate the correct response for the learner to imitate.

Types of Model Prompts

1. Full Model: Demonstrating the entire response

   • Example: Showing how to tie shoes from start to finish

2. Partial Model: Demonstrating part of the response

   • Example: Starting the shoe-tying motion but not completing it

3. Video Model: Showing a video of the correct response

   • Example: Video of someone completing a task sequence

When to Use Model Prompts

• Teaching new motor skills
• Working with visual learners
• When the learner has good imitation skills
• For complex sequences of behavior
• When verbal instructions are insufficient

Advantages of Model Prompts

• Visual clarity: Shows exactly what to do
• Non-intrusive: Doesn’t require physical contact
• Effective for sequences: Demonstrates multi-step behaviors
• Natural learning method: Matches how many skills are typically learned
• Can be pre-recorded: Video modeling allows consistent presentation

Limitations of Model Prompts

• Requires imitation skills: Ineffective if learner can’t imitate
• May not capture attention: Learner must observe the model
• Timing challenges: Must be presented before the response
• May not work for all skills: Some skills are difficult to model
• Resource intensive: Video modeling requires equipment and preparation

Gestural Prompts

Gestural prompts use movements, gestures, or pointing to indicate the correct response.

Types of Gestural Prompts

1. Pointing: Indicating the correct item or location

   • Example: Pointing to the correct answer on a worksheet

2. Directional Gestures: Motioning in the direction of the response

   • Example: Gesturing toward the bathroom when it’s time to wash hands

3. Pantomiming: Acting out the expected response

   • Example: Pretending to brush teeth to prompt toothbrushing

When to Use Gestural Prompts

• When the learner can follow gestures
• For selection responses (choosing from options)
• To direct attention to relevant stimuli
• As a less intrusive alternative to physical prompts
• When verbal prompts alone are insufficient

Advantages of Gestural Prompts

• Relatively non-intrusive: Doesn’t require physical contact
• Easy to implement: Requires minimal preparation
• Naturally fades: Can be made increasingly subtle
• Draws attention: Helps focus on relevant stimuli
• Combines well: Works with other prompt types

Limitations of Gestural Prompts

• May be missed: Learner might not notice subtle gestures
• Requires visual attention: Ineffective if learner isn’t looking
• Limited for complex skills: Difficult to gesture some behaviors
• Can become dependent: Learner may wait for the gesture
• Less precise: Open to interpretation

Physical Prompts

Physical prompts involve touching the learner to guide the correct response.

Types of Physical Prompts

1. Full Physical Prompt (Hand-over-Hand): Completely guiding the movement

   • Example: Holding the learner’s hand to guide writing

2. Partial Physical Prompt: Providing some physical guidance

   • Example: Touching the elbow to prompt arm raising

3. Shadow Prompt: Hovering hand near but not touching

   • Example: Moving hand alongside learner’s without contact

When to Use Physical Prompts

• Teaching motor skills
• When other prompts have been ineffective
• For learners with limited imitation skills
• When precise movements are required
• For safety-critical behaviors

Advantages of Physical Prompts

• Highly effective: Ensures correct response completion
• Precise guidance: Teaches exact movements required
• Builds muscle memory: Helps develop motor patterns
• Clear feedback: Provides tactile information
• Works with limited prerequisites: Doesn’t require imitation or language

Limitations of Physical Prompts

• Most intrusive: Requires physical contact
• May cause dependence: Can create reliance on physical guidance
• Potential resistance: Some learners dislike physical prompts
• Ethical considerations: Requires appropriate consent and implementation
• Difficult to fade gradually: Sometimes challenging to reduce systematically

Visual Prompts

Visual prompts use pictures, written words, or visual cues to guide responses.

Types of Visual Prompts

1. Written Instructions: Text describing what to do

   • Example: Written steps for a recipe

2. Pictures/Photographs: Images showing the expected behavior

   • Example: Photos of each step in hand washing

3. Visual Schedules: Sequence of images showing task order

   • Example: Picture schedule of morning routine

4. Visual Cues: Symbols or markers indicating correct responses

   • Example: Color coding or arrows

When to Use Visual Prompts

• For learners with strong visual processing
• When teaching independence in routines
• For learners who can match pictures to actions
• To support transitions between activities
• When permanent prompts are acceptable

Advantages of Visual Prompts

• Permanent reference: Remains available throughout task
• Promotes independence: Reduces need for adult prompting
• Consistent presentation: Doesn’t vary between implementers
• Non-intrusive: Doesn’t require direct intervention
• Supports executive functioning: Helps with sequencing and planning

Limitations of Visual Prompts

• Requires visual discrimination: Must be able to interpret visuals
• May be ignored: Learner might not attend to visual supports
• Preparation needed: Requires creating visual materials
• Less flexible: Difficult to adjust in the moment
• May become a crutch: Can create dependence on visual supports

Positional Prompts

Positional prompts arrange materials to make the correct response more likely.

Types of Positional Prompts

1. Proximity: Placing correct item closer to learner

   • Example: Putting target flashcard nearer than others

2. Sequence: Arranging items in order of selection

   • Example: Placing items in the sequence they should be used

3. Isolation: Presenting only the correct option initially

   • Example: Starting with only the target item before adding distractors

When to Use Positional Prompts

• During early skill acquisition
• For selection responses
• When teaching scanning or choice-making
• As a subtle prompt that’s easy to fade
• When other prompts are too intrusive

Advantages of Positional Prompts

• Subtle intervention: Often not perceived as help
• Easy to implement: Requires minimal training
• Systematically fadeable: Can be gradually adjusted
• Non-intrusive: Doesn’t interrupt the natural flow
• Effective for discrimination: Helps with selection responses

Limitations of Positional Prompts

• Limited application: Only works for certain response types
• May teach position rather than feature: Learner might respond to location, not item
• Requires preparation: Materials must be arranged beforehand
• Can be obvious: Some arrangements are clearly contrived
• Space constraints: May be difficult in some environments

Prompt Hierarchies

Prompt hierarchies organize prompts from most to least supportive (or vice versa) to guide the fading process.

Most-to-Least Prompting

Most-to-least prompting begins with the most supportive prompt and gradually fades to less intrusive prompts.

Procedure

1. Identify prompt levels: Establish hierarchy (e.g., full physical → partial physical → model → gesture → independent)
2. Begin with most supportive: Start with prompt that ensures success
3. Fade systematically: Move to next less intrusive prompt when criteria met
4. Continue fading: Progress through hierarchy until independent responding
5. Collect data: Track prompt level needed for successful responses

Example

Teaching a child to zip a jacket:

• Session 1: Full hand-over-hand guidance to zip
• Session 2: Partial physical prompt at elbow
• Session 3: Model the zipping motion
• Session 4: Point to the zipper
• Session 5: Verbal reminder only
• Session 6: Independent zipping

Advantages

• Ensures high success rate: Minimizes errors
• Builds confidence: Learner experiences success from beginning
• Clear progression: Structured approach to fading
• Prevents frustration: Support provided before failure
• Works well for new skills: Appropriate for initial acquisition

Limitations

• Prompt dependency: May create reliance on prompts
• Slower independence: Takes time to fade through levels
• May provide unnecessary prompts: Might give more help than needed
• Resource intensive: Requires consistent implementation
• Less opportunity for independent attempts: Always provides some support initially

Least-to-Most Prompting

Least-to-most prompting begins with the opportunity for independent responding and adds increasingly supportive prompts only as needed.

Procedure

1. Identify prompt levels: Establish hierarchy (e.g., independent → verbal → gesture → model → physical)
2. Begin with independent opportunity: Give chance to respond without prompts
3. Add prompts as needed: If unsuccessful, provide least intrusive prompt
4. Continue adding support: Move up hierarchy until successful response
5. Return to independent opportunity: Start each trial without prompts

Example

Teaching a child to wash hands:

• Step 1: “Please wash your hands” (wait for independent response)
• Step 2: If no response, “Turn on the water” (verbal prompt)
• Step 3: If still no response, point to faucet (gestural prompt)
• Step 4: If needed, demonstrate turning water on (model prompt)
• Step 5: If necessary, provide hand-over-hand guidance (physical prompt)

Advantages

• Promotes independence: Always gives chance for unprompted response
• Prevents over-prompting: Provides only necessary support
• Assesses current ability: Reveals what learner can do independently
• Efficient fading: Built into the procedure
• Natural progression: Similar to typical teaching interactions

Limitations

• Higher error rate: Learner may experience more failures
• Potential frustration: May struggle before receiving help
• Inconsistent support: Level of prompting may vary across trials
• Judgment required: Implementer must decide when to add prompts
• May create prompt dependency: If implemented inconsistently

Prompt Delay

Prompt delay introduces a time gap between the instruction and the delivery of a prompt to allow for independent responding.

Types of Prompt Delay

1. Progressive Time Delay: Gradually increasing the wait time before prompting

   • Example: Starting with 0-second delay, then 2 seconds, then 5 seconds

2. Constant Time Delay: Using a fixed wait time before prompting

   • Example: Always waiting 5 seconds before providing a prompt

Procedure for Progressive Time Delay

1. Begin with 0-second delay: Provide immediate prompt after instruction
2. Gradually increase delay: Extend wait time before prompting
3. Reinforce independent responses: Provide stronger reinforcement for unprompted responses
4. Continue extending delay: Increase time until prompts are rarely needed
5. Collect data: Track independent vs. prompted responses

Example

Teaching a child to identify letters:

• Sessions 1-2: 0-second delay (immediate prompt)
• Sessions 3-4: 2-second delay before prompting
• Sessions 5-6: 5-second delay before prompting
• Sessions 7+: 8-second delay before prompting

Advantages

• Balances success and independence: Provides opportunity before support
• Clear procedure: Specific timing for prompt delivery
• Prevents errors: Prompt eventually provided if needed
• Systematic fading: Structured approach to reducing prompts
• Data-based decisions: Clear criteria for increasing delay

Limitations

• Timing challenges: Requires precise timing of delays
• May create waiting pattern: Learner might wait for prompt
• Potential for errors: Incorrect responses during delay interval
• Attention issues: Learner may become distracted during delay
• Implementation consistency: Different staff may time delays differently

Prompt Fading Strategies

Prompt fading is the systematic reduction of prompts to transfer stimulus control from the prompt to the natural cue.

Within-Stimulus Prompting and Fading

Within-stimulus prompting modifies the target stimulus itself, then gradually returns it to its natural form.

Examples

1. Highlighting: Making relevant features more noticeable

   • Example: Highlighting the letter ‘b’ in a text
   • Fading: Gradually reducing the brightness of highlighting

2. Size cues: Making target items larger

   • Example: Making target word larger than others
   • Fading: Gradually reducing size until all words are equal

3. Position cues: Placing target in prominent position

   • Example: Placing correct answer at top of page
   • Fading: Gradually moving to natural position

Advantages

• Direct stimulus control: Modifies the actual stimulus
• Subtle intervention: Often not perceived as help
• Natural transition: Smooth shift to natural stimulus
• Effective for discrimination: Helps distinguish relevant features
• Easy to implement: Requires minimal in-the-moment support

Limitations

• Preparation required: Materials must be modified in advance
• May teach irrelevant features: Learner might attend to prompt feature, not natural stimulus
• Material constraints: Not all stimuli can be easily modified
• Resource intensive: Creating multiple versions for fading
• Limited application: Works best for visual discriminations

Graduated Guidance

Graduated guidance uses physical prompts that are systematically faded based on the learner’s performance moment-by-moment.

Procedure

1. Begin with necessary support: Provide physical guidance as needed
2. Continuously assess resistance: Feel for learner taking control
3. Reduce support gradually: Decrease pressure/contact as learner responds
4. Maintain readiness: Keep hands close to resume support if needed
5. Fade proximity: Gradually increase distance as skill improves

Example

Teaching a child to use scissors:

• Start with hand-over-hand guidance
• Reduce pressure while maintaining contact
• Move to touching only at wrist
• Fade to shadowing hand near learner’s
• Eventually stand back and observe

Advantages

• Fluid adjustment: Prompt level changes within the response
• Responsive to performance: Adapts to learner’s moment-by-moment needs
• Prevents errors: Support can be immediately reapplied
• Natural feeling: Smooth transitions in support level
• Builds physical confidence: Gradually transfers control to learner

Limitations

• Requires skill: Implementer needs practice to fade smoothly
• Physical contact: May not be appropriate for all learners
• Difficult to measure: Hard to quantify exact prompt level
• Subjective decisions: When to increase/decrease support
• Consistency challenges: Different staff may implement differently

Selecting and Implementing Prompting Strategies

The choice of prompting strategy depends on several factors:

Learner Characteristics

• Learning history: Previous experience with prompts
• Prompt dependency: Tendency to rely on prompts
• Sensory preferences: Response to different types of input
• Physical abilities: Motor skills and physical limitations
• Attention skills: Ability to focus on relevant stimuli

Skill Characteristics

• Response type: Motor, vocal, selection, etc.
• Complexity: Number of steps or components
• Error patterns: Types of mistakes typically made
• Acquisition stage: New learning vs. refinement
• Generalization needs: How widely skill must transfer

Implementation Considerations

• Consistency: Can the strategy be implemented consistently?
• Efficiency: How quickly will it lead to independence?
• Practicality: Is it feasible in the teaching environment?
• Data collection: Can progress be measured objectively?
• Social validity: Is the prompting acceptable to the learner and others?

Common Prompting Errors and Solutions

Error: Prompt Dependency

Signs:

• Learner waits for prompts before responding
• Performance deteriorates when prompts reduced
• Learner looks to staff before responding

Solutions:

• Use least-to-most prompting
• Implement prompt delay procedures
• Reinforce independent responses more strongly
• Fade prompts more systematically
• Use less obvious prompts

Error: Inconsistent Implementation

Signs:

• Variable performance across staff
• Confusion during transitions between activities
• Regression in previously mastered skills

Solutions:

• Create detailed prompt hierarchies
• Provide staff training with practice
• Use visual reminders of prompt sequence
• Conduct regular treatment integrity checks
• Document specific prompting procedures

Error: Insufficient Fading

Signs:

• Prompts remain at same level for extended period
• No progress toward independence
• Mastery criteria not clearly defined

Solutions:

• Establish clear criteria for prompt reduction
• Schedule regular probe trials without prompts
• Create visual prompt-fading schedule
• Set timeline expectations for independence
• Review data regularly to guide fading decisions

Error: Too-Rapid Fading

Signs:

• Increasing error rates
• Learner frustration
• Skill regression
• Avoidance behavior

Solutions:

• Return to previous prompt level
• Fade more gradually
• Break skill into smaller components
• Provide more practice at each prompt level
• Ensure strong reinforcement for attempts

Practice Example

An RBT is teaching a 6-year-old client with autism to tie shoes. The client has good fine motor skills but struggles with sequential tasks and has become dependent on verbal prompts in other activities.

Question: What prompting strategy would be most appropriate for this skill?

Solution: A most-to-least prompting hierarchy with graduated guidance would be most appropriate because:

1. Shoe-tying is a complex motor sequence that benefits from physical guidance
2. The client has a history of prompt dependency with verbal prompts
3. Graduated guidance allows smooth fading within the response
4. Most-to-least ensures initial success with this challenging task
5. Physical prompts can be systematically faded to shadow prompts

Implementation plan:

• Begin with hand-over-hand guidance through entire sequence
• Gradually reduce pressure while maintaining contact
• Fade to touching at wrist or shadowing
• Add visual supports (picture sequence) as physical prompts fade
• Minimize verbal prompts to prevent dependency
• Collect data on prompt level needed for each step

Key Points to Remember

• Prompts are temporary supports that should be systematically faded
• Different types of prompts (verbal, model, gestural, physical, visual, positional) have unique advantages and limitations
• Prompt hierarchies provide structured approaches to fading support
• Most-to-least prompting minimizes errors but may slow independence
• Least-to-most prompting promotes independence but may allow more errors
• Prompt delay creates opportunities for independent responding
• Within-stimulus prompting modifies the target stimulus itself
• Graduated guidance allows fluid adjustment of physical prompts
• Prompt selection should consider learner characteristics, skill type, and implementation factors
• Prompt dependency is a common challenge that requires careful fading procedures
• The goal of all prompting is transfer of stimulus control to natural cues