Scribd
Upload
4K views1 page

BST Prompt Fading Edit

Prompts are used to help individuals learn skills and should be faded over time as the skills are acquired. Different types of prompts include physical, verbal, model, gestural, and visual prompts. Effective prompting involves gradually increasing the time between the instruction and prompt, changing to less intrusive prompts, and differentiating reinforcement based on independence. Prompts should be faded systematically while avoiding unintentional cues and allowing repeated failures.

Uploaded by

MAJ MACHADO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
4K views1 page

BST Prompt Fading Edit

Prompts are used to help individuals learn skills and should be faded over time as the skills are acquired. Different types of prompts include physical, verbal, model, gestural, and visual prompts. Effective prompting involves gradually increasing the time between the instruction and prompt, changing to less intrusive prompts, and differentiating reinforcement based on independence. Prompts should be faded systematically while avoiding unintentional cues and allowing repeated failures.

Uploaded by

MAJ MACHADO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

PROMPT FADING

Types of Prompts Prompts are provided before or while an individual is learning a skill or performing
Physical- physically guiding
the student to perform a
a task and should systematically be faded as they learn the skill (Alberto &
skill Troutman, 2003).
Verbal- verbal cues which Time delay involves fading the use of prompts by
gives information to help gradually increasing the length of time between the
the student respond instruction and the delivery of prompt
correctly
Model- demonstrate the Ex. Waiting 5s after delivering the instruction before
desired skill prompting the correct response “get your pencil” wait 5s and
Gestural- using pointing to if no response prompts the student to get their pencil.
guide the student
Visual- such as pictures Remember:
symbols and text that can
 To differentiate reinforcement based on amount of
assist the student
assistance given.
Positional- placing  Avoid unintentional prompts such as positioning of
materials in a location or materials, voice inflection, facial expressions and not
sequence that ensures changing the order of concepts or instructions.
successful completion of an  If it is not possible to prompt simultaneously with the
activity instruction, prompt IMMEDIATELY following the
instruction.
 Do not allow your child to fail repeatedly.
EXAMPLES:  Fade prompts gradually.
 Make the prompts less intrusive (e.g. move from full
1. SD: what’s this? “Cookie” physical to partial physical).

2. SD: what’s this? “coo—“


1. SD: do this (clap hands) Full physical
3. SD: what’s this? (lip movement)
2. SD: do this (clap hands) Partial physical
4. SD: What’s this? . . (Time delay)
3. SD: do this (clap hands) Partial model

4. SD: do this (clap hands) ….. (Time delay)

You might also like