Response-Prompting Strategies

Definition: Response prompts are adult actions that assist a child in performing a target skill or behavior. Prompts come in different forms, ranging from verbal cues, signals or gestural cues, demonstrations or models, visual cues, partial physical prompts, to fully assisted physical “put-throughs.” The effectiveness of response-prompting strategies in teaching new skills to children with disabilities is supported by a significant body of research (Wolery & Wilbers, 1994). Prompts are used to help children perform tasks that they otherwise could not or would not do. Prompts must come before the child has an opportunity to demonstrate inappropriate behavior, or the undesirable behavior may be inadvertently reinforced with adult attention. Five response-prompting strategies will be discussed:

• System of least prompting
• Chaining (task analysis)
• Fading
• Discrimination training
• Discrete trial training

Response-Prompt Strategy #1: System of Least Prompting

Definition: Prompts can be thought of in a hierarchy of least-to-most assistance, proceeding from modeling to full physical assistance (Figure 2).

The principle of least-to-most prompts, also known as increasing assistance or graduated guidance, involves using prompts on a continuum from least to most intrusive in terms of adult involvement. Prior to offering a prompt, the adult presents the child with the target task and provides an opportunity for an independent response. If the child does not respond, or responds incorrectly, the adult provides the least intrusive prompt and waits for a response. If the child does not respond correctly, the next level of prompt is provided, and so on, until the child responds correctly.

Example: When it is time to put on a coat, the adult first puts on her own coat. After 5 seconds, if Ben does not respond, the adult points to his coat. After another 5 seconds, the adult provides a verbal prompt: “Ben, put your coat on.” Next, if Ben does not respond, the adult picks up Ben’s coat and holds it out to him. If there is still no response, the adult physically assists Ben in putting on his coat.

Response-Prompt Strategy #2: Chaining

Definition: Chaining involves first determining the sequence in which a target task is performed (also known as task analysis). Behaviors can be chained in a forward or backward sequence. In backward chaining, the adult performs all but the last step of the task, prompting the child to finish the final step. When the child can complete the last step successfully, the adult does all but the last two steps in the sequence, prompting the child, if necessary, to perform the next-to-last step. The procedure continues in this manner until the child is able to perform the entire sequence or chain of behaviors independently.

Forward chaining involves letting the child complete the first step in a skill sequence, then having the adult complete the task. After the child is able to perform the first step successfully, he is prompted to complete the second step, and so on, until he has learned the whole sequence.

Example #1: Forward Chaining - Assembling a four-piece interlocking puzzle, the adult provides physical assistance to the child after an attempt is made to place the first piece. Assistance is provided for completion of remaining pieces. In subsequent trials, the adult withholds prompting until the child places two, three, and eventually four pieces independently.

Example #2: Backward Chaining - Assembling a four-piece interlocking puzzle, the adult provides physical assistance to the child in placing the first three pieces, then waits for the child to place the last piece independently. In subsequent trials, assistance is gradually decreased piece by piece until the child is able to complete the entire puzzle independently.

(Note: For more in depth information and resources regarding chaining, please refer to lesson "Chaining" in Behavioral Interventions module or click here )

Response-Prompt Strategy #3: Fading

Definition: Fading is the systematic reduction of a prompt. In most cases, prompts should be gradually faded as the child demonstrates success in learning the target behavior. It is important to plan the method for fading prompts. Prompts can be faded according to their intensity, magnitude, frequency, or duration.

Example: In teaching Elise to identify her name, the teacher places a yellow star above the “E” in her name as it appears on a list of names. Over trials in selecting her name from the list, the star is gradually faded in color intensity until it finally blends into the white paper. In another example, the magnitude of the same prompt is faded by making the star smaller and smaller over successful trials until it disappears. To fade the frequency of the prompt, Elise’s name card could be presented without the star occasionally, then every third trial, then every other trial, until the star is no longer needed. Finally, to fade the duration of the prompt, a card with Elise’s name with the star cue could be presented for 3 seconds and then removed before Elise is given the list of names without the cue.

(Note: For more in depth information and resources regarding fading, please refer to lesson "Prompting and Fading" in Behavioral Interventions module or click here )

Response Prompt Strategy #4: Discrimination Training

Definition: Adults can teach a child to discriminate between two or more items, or to discriminate by choosing appropriate behavior for specific situations, by providing and then fading distinctive prompts. The procedure for teaching a child to discriminate between two objects involves the following steps:

1. Maximize the discrimination: choose two objects that look and sound very different from each other.
2. Remove all possible distractions.
3. Present mass trials of the first object (in isolation) until it is selected upon request with 100% accuracy.
4. Add a neutral object (distracter) and continue mass trials, requesting only the first object, until it is selected with 100% accuracy.
5. Present mass trials in which the second object (in isolation) is selected upon request with 100% accuracy.
6. Add a neutral object (distracter) and continue mass trials, requesting only the second object, until it is presented with 100% accuracy.
7. Begin mass trials with the first and second objects presented together, alternating positions, and alternating between asking for one or the other (Granspeesheh, 1995).

Example: Deshon does not correctly discriminate his own toothbrush from his sister’s. The following steps could be employed in discrimination training:

1. Prompt Deshon to select his toothbrush when it is hanging alone in the toothbrush holder.
2. Prompt Deshon to select between his toothbrush and a pipe cleaner when both are hanging in the toothbrush holder.
3. Prompt Deshon to select his sister’s toothbrush when it is hanging alone in the toothbrush holder.
4. Prompt Deshon to select between his sister’s toothbrush and a comb when both are hanging in the toothbrush holder.
5. Prompt Deshon to select his toothbrush when it is hanging with his sister’s in the toothbrush holder.

Response-Prompt Strategy #5: Discrete Trial Training

Definition: According to one source (Myles & Simpson, 1990), the discrete trial training strategy (also known as clinical/prescriptive teaching or compliance training) represents a “basic instructional pattern comprising (a) a command to attend, (b) a command to perform, and (c) reinforcement for compliant behavior. Response time is provided throughout the sequence; it follows both the command to attend and the command to perform” (p. 2). The discrete trial involves a number of effective instructional strategies discussed previously, including reinforcement, modeling, system of least prompting, chaining, fading, and discrimination training. This teaching strategy places great emphasis on continuous recording of child progress (data collection). (Note: For more in depth information and resources regarding discrete trial instruction, please refer to lesson "Discrete Trial Training" in Behavioral Interventions module or click here)

Widely associated with behavioral teaching of young children with autism (Lovaas, 1981, 1987), the discrete trial format can be useful with a variety of children at different developmental levels. In addition, it can be implemented by parents and teachers, and conducted in individual and group instructional settings (Myles & Simpson, 1990).

Example: The following example for a discrete trial training format is taken from Missouri’s Project ACCESS (Hawkins & Armstrong, 1996):

Discrete Trial Format

The Trial:

1. A verbal command is given to the child.
2. The instructor waits (planned interval, i.e., 5 seconds) for a response.
3. If the correct response is given, the child is verbally or physically reinforced.
4. If the child does not respond, or responds incorrectly, the instructor repeats the command and models the desired response (prompt) .
5. The instructor again waits (planned interval, i.e., 5 seconds) for a response.
6. If the child responds correctly, reinforcement is provided.
7. If not, the instructor repeats the command and physically prompts the child
8. to complete the task.
9. Task completion is reinforced.

Sample Scenario Using Discrete Trial Format to Teach Child to Follow Directions:

Trial #1

Adult: “Jim, look.” Adult waits 3 seconds. Jim does not respond.
Adult: “Jim, look.” Adult simultaneously raises Jim’s chin so eyes meet.
Adult: “Hi there, Jim!”

Trial #2
Adult: “Put the car in the tub.”
Jim looks at car. (incorrect response) Adult waits 3 seconds.
Adult: “Put the car in the tub.” Adult simultaneously models correct response by picking up and placing a car in the tub; waits 3 seconds.
Adult: “Put the car in the tub.” Adult simultaneously assists Jim hand-over-hand to place his car in tub.
Adult: “Good work, Jim!”

Trial #3

Adult: “Go sit by Andrew.”
Jim moves to circle, stands in center. (incorrect response)
Adult waits 3 seconds.
Adult: “Go sit by Andrew.” Adult simultaneously points to Andrew; waits 3 seconds.
Jim sits next to Andrew . (correct response)
Adult: “Good sitting, Jim!”

< Previous

1 2 3 4

Next >