Fading Prompts

It is important to consider how prompts will be faded. Remember, using prompting is a great strategy used to teach a skill, but at some point these prompts need to be faded so the student can learn to do the skill independently. There must be a plan to fade out the prompts. Take a look at the table below that describes how to fade out each prompt system.

Prompt-Fading Systems for Use in Systematic Instruction Plans

Prompt-Fading System / Type of Prompt Used / How Fading is Implemented / General Guidelines with Academics / Academic Examples
Simultaneous prompting / Usually one specific response prompt, such as a verbal model of the answer, is used. / Prompt is “dropped.” Student is tested on ability to respond with no prompt. Note: This system helps to avoid prompt dependence; however, students may experience more errors with this system. / Rote responses (e.g., counting, reciting days of the week, reading sight words) / The teacher models how to count from 1-5 and then the student repeats. After several repetitions, the student counts from 1-5 without a model.
Time delay / One specific response prompt is used / At first, the teacher gives the prompt with the target stimulus (no delay). Over trials, the prompt is delayed by a few seconds. Note: This system assists in minimizing student errors.Progressive time delay:delays are incremental.Constant time delay:one specific delay time interval is used. / Rote responses (e.g., counting, reciting days of the week, reading sight words ) Note: Time delay is the system used to increase the likelihood of correct responses. (errorless learning). / The teacher says, “Show me the word, bread“ as she points to the correct answer (gestural prompt). On the next trial, she says, “Show me the word, bread,” but waits 2 seconds.Constant time delay:Next trials continue to wait 2 seconds.Progressive time delay:Next trials would be 2, 4, 6, and 8 seconds.
Least-to-most intrusive prompts / A hierarchy of response prompts is used. / On each teaching trial, the teacher waits for the student to make the response with no help, and then uses the hierarchy of prompts until the correct response is made. / Task Analysis / The teacher asks the student a question and waits for the student respond. When the student does not answer, the teacher repeats the question, touches the answer (model prompt), and waits for a response. When the student does not answer, the teacher repeats the question, and helps the student touch the answer (physical guidance).
Most-to-least intrusive prompts / Teaching begins with one response prompt that is highly effective, but may be intrusive (e.g., physical guidance). Then a less intrusive prompt is used (e.g., verbal direction). / Teacher will usually set a specific number of days or trials to use the more intrusive prompt and then switch to a less intrusive prompt. / Motor Skills (e.g., imitation) Note: Limited use with academic instruction, typically used when task analyses involve functional skills. / The teacher asks the student a question and uses hand-over-hand guidance to teach the student to press the button of the AAC (physical prompt) to respond to the question. After 10 days, the teacher points to the button (gestural prompt).
Graduated guidance / Physical prompting is always used, but only with as much guidance/physical, pressure is needed. / The teacher decrease the amount of physical guidance used as the student’s response improves. / Motor Skills (e.g., handwriting, cutting with scissors). / The teacher uses hand over hand guidance to teach correct letter formation to write the letter M. As the student’s writing improves, the teacher uses less and less physical pressure until the student writes the letter M independently.
Stimulus fading or shaping / Stimulus prompts are used. Coding: use extra colors, pictures, or other features coded with correct response. Easy-to-hard sequence: arrange materials in sequence. / Coding: extra cues are diminished in size or brightness over time. Easy-to-hard sequence: distractions become increasingly similar to the target stimulus. / Responses requiring discrimination (e.g., discriminating between counting to 5 and counting to 7). / The teacher tells a student to count to 5 as she holds up an index card with 5 as a reminder to stop at 5. Over time, the index card is cut smaller and smaller until is it not longer used (stimulus fading).

Browder, D. (2001).Curriculum and assessment for students with moderate and severe disabilities.New York: Guilford Press. Reprinted with permission of The Guildford Press.