How to Utilize Response Prompts
Simultaneous Prompting1. Select a task that is meaningful for the individual student.
2. Chose the least intrusive controlling prompt that has been shown previously to be successful for that individual and that matches the features of the teaching task. Modeling has been used most often in research studies in this area.
3. Secure the student’s attention before teaching on each trial during instruction.
4. Provide the target stimulus and the controlling prompt simultaneously (0-sec delay). Consider providing a minimum of two instructional sessions at this level before conducting probe sessions.
5. Provide specific feedback after the student responds versus more general (e.g., “Good, you read milk.” Instead of “Great work.”)
6. Provide probe sessions immediately before each teaching session and collect data on student’s error rate. Use this data to determine when to introduce new items to instruction.
Most-to-Least Prompting Hierarchy
1. Choose which prompts fit the student’s learning needs and arrange in order from most to least intrusive; select a length of delay between the natural cue and the prompt (e.g., 3 sec). Base this on knowledge of the student’s prior learning.
2. Decide what will be the criterion to move from one prompt level to the next (e.g., 5 trials with 100% accuracy). Base this on the student’s prior learning history.
3 Provide the natural cue (instruction for the task); wait using the delay time. If the student fails to respond or responds incorrectly, provide the first level of prompt. Reinforce any correct prompted or unprompted responses.
4. Collect data on student’s error rates; move up the prompt levels according to the predetermined criterion.
Least-to-Most Prompting Hierarchy
1. Choose which prompts fit the student’s learning needs and arrange in order from least to most intrusive; select the length of delay time between presentation of the natural cue and the prompt based on the student’s prior learning history (e.g., 3 sec). Note that the research literature generally used 4 or more prompt levels for individuals with severe intellectual disability.
2. Decide what will be the criterion to move from one prompt level to the next (e.g., 5trials with 100% accuracy). Base this on the student’s prior learning history.
3. Provide the natural cue (instruction for the task); wait using the delay time. If the student fails to respond or responds incorrectly, provide the first level of prompt. Reinforce any correct prompted or unprompted responses.
4. Collect data on student’s error rates; move through the prompt levels according to the predetermined criterion.