Prompting
Prompting is a strategic approach to increase the likelihood that the learner will give a targeted response. It is a measure or a form of help given to the learner that allows them to respond correctly. (Rivière, 2006). Prompts make it possible to develop targeted skills faster and more effectively by getting the learner to respond correctly each time. In this section, you will learn more about the different types of prompts, choosing the type of prompt, implementing prompts and fading prompts effectively to encourage learner autonomy.
Types of Prompts
A prompt is a very important teaching tool during the learning process. It bridges the gap between the learner’s current level and the level sought. Think of small children who are learning to walk: they can sometimes learn to stand on their own, but usually need help taking their first steps. An adult will most likely hold their hands and guide them. The prompting they receive allows them to gain self-confidence, experience success, and safely train to walk. When they are ready to be more independent, parents can gradually fade the prompt by offering less and less support. Few children take their first steps on the first try, without any help.
This same principle can apply to learning in general. Whether it's learning to walk, run, talk, tie shoelaces, read, interact with others, drive a car, or have a job interview, we need prompts to develop new skills. Here is a list of the most frequently used prompts that you can use with your learners. Click on each type of prompt to find out more.
Physical prompts
When using physical prompting, the adult physically guides the learner’s movements throughout the response. Physical prompting is usually used to help an individual learn physical skills (movements). To the extent possible, workers who offer this prompt place themselves outside the individual's field of vision by placing themselves behind the learner. It is an effective way to prompt, but one that is more intrusive than other types of prompts.
Note : This type of prompt is usually used with young children but can also be effective with adolescents or even adults if they are comfortable with the procedure. Make sure you respect learners’ preferences and warn them before physically prompting them (e.g., “I'm going to touch your arm now”).
Click below to see an example.
Note : This type of prompt is usually used with young children but can also be effective with adolescents or even adults if they are comfortable with the procedure. Make sure you respect learners’ preferences and warn them before physically prompting them (e.g., “I'm going to touch your arm now”).
Click below to see an example.
Gestural prompts
These prompts are the adult's movements that suggest the correct answer to the learner. Pointing, tapping, or looking at the object that the learner should choose or use are examples of gestural prompts.
Be careful not to make any inadvertent gestural prompts. Often when we communicate, we use gestures or facial expressions without realizing it. If we give the instruction “Can you sit next to Jennifer, please?” while pointing to Jennifer, we are prompting the learner. This simple gesture can allow them to deduce what is expected of them even if they have not correctly understood the instruction.
Click below to see an example.
Be careful not to make any inadvertent gestural prompts. Often when we communicate, we use gestures or facial expressions without realizing it. If we give the instruction “Can you sit next to Jennifer, please?” while pointing to Jennifer, we are prompting the learner. This simple gesture can allow them to deduce what is expected of them even if they have not correctly understood the instruction.
Click below to see an example.
Verbal prompts
Verbal prompts are words or sounds spoken orally that lead the learner to provide the target response. They differ from instructions that tell the learner what to do. Verbal prompts help the learner to follow the instructions. Verbal prompts are often used to help learners adopt verbal behaviours.
Note :
Click below to see an example.
Note :
- Verbal prompting is considered to be less intrusive, but it is the type of prompt most likely to result in prompt dependency and the most difficult to fade. This is why caution should be exercised before using verbal prompts when a learner learns a new behaviour or new skills.
- As is the case with gestural prompts, verbal prompts are often offered inadvertently. If we give the following instruction: “Can you sit next to Jennifer, please? Over there, on the yellow cushion, in front of the chair”, we are providing a lot of information and we will never know if the learner has understood the basic instruction “Can you sit down?"
Click below to see an example.
Visual prompts
Visual prompts are pictures, photos, or drawings that can be used to teach a wide variety of skills. They allow the learner to understand the expectations related to the targeted behaviour.
Examples of visual prompts:
Note : Like all forms of prompts, you should consider visual prompts as temporary. Even if a child needs a visual schedule when they start school, that doesn't mean they will always need it. It is very important to do frequent follow-ups, to verify that the use of prompts meets a real need and to make sure that they do not become permanent supports.
Click below to see an example.
Examples of visual prompts:
- Visual schedule
- Stopwatch or timer
- Checklists
- Images illustrating the steps of a task (e.g., washing hands)
- Pictures as a clue (e.g., a picture of a book on the corner of the desk to remind the learner to put their book in their backpack)
Note : Like all forms of prompts, you should consider visual prompts as temporary. Even if a child needs a visual schedule when they start school, that doesn't mean they will always need it. It is very important to do frequent follow-ups, to verify that the use of prompts meets a real need and to make sure that they do not become permanent supports.
Click below to see an example.
Modeling
Modeling can be effective in encouraging behaviour, especially in learners who are good at imitation or have good attention skills. Modeling involves demonstrating or presenting the targeted behaviour.
Note: For modeling to be effective, the learner must already be able to perform some of the skill sought. For example, modeling will not be used to help a learner tie their laces if they are not already able to hold their laces in their hands. Another type of prompt would be more appropriate until the learner has developed the necessary basic skills. However, modeling can be used for targeted social interaction, or for a sequence of movements if the learner has the prerequisites for these behaviours (e.g., modeling the movements necessary to throw the ball in the basket if the learner can already throw a ball).
Click below to see an example.
Note: For modeling to be effective, the learner must already be able to perform some of the skill sought. For example, modeling will not be used to help a learner tie their laces if they are not already able to hold their laces in their hands. Another type of prompt would be more appropriate until the learner has developed the necessary basic skills. However, modeling can be used for targeted social interaction, or for a sequence of movements if the learner has the prerequisites for these behaviours (e.g., modeling the movements necessary to throw the ball in the basket if the learner can already throw a ball).
Click below to see an example.
Textual prompts
These prompts are written clues: checklists, scenarios or written instructions. They are particularly useful for learners who have difficulties with receptive language.
Examples of textual prompts:
Note: For this strategy to be effective, the learner must obviously have reading skills and the text must be appropriate to their reading level.
Click below to see an example.
Examples of textual prompts:
- Written directions to support verbal directions
- Ideas for themes to discuss
- Sample sentences to start a conversation
Note: For this strategy to be effective, the learner must obviously have reading skills and the text must be appropriate to their reading level.
Click below to see an example.
Selecting Prompts
When choosing the type of prompt to use, consider the skill to be taught, and ask yourself what would be appropriate and acceptable to the learner. This table compares commonly used prompts and provides examples with context. It should be noted that the prompts are listed from the most intrusive (physical) to the least intrusive (textual).
It is important to consider the following elements when choosing the appropriate type of prompt:
- The type of response the learner should produce (e.g., verbal prompting might help when teaching expressive identification);
- The learner’s strengths and challenges (e.g., a textual incentive for a reading learner);
- The degree of intensity required to facilitate learning (the least intrusive possible).
Implementing Prompts
Here are some principles to consider when using prompts with a learner:
- Since the objective is for learners to give the correct response, they should be prompted immediately after the instruction, i.e., before they risk making a mistake. Frequent mistakes can cause learners to lose motivation or become frustrated.
- Please note that errorless learning does not mean that the learner can never make mistakes. Rather, it means that when the learner learns a new behaviour or skill, the adult makes an effort to reduce the number of errors and thereby to make learning more effective.
- Even if the learner does not respond independently, it is important to reinforce a correct prompted response.
- Think about your positioning when teaching. Keep the following tips in mind:
- If you use physical prompting when working at a table or on the floor, stand on the side of the learner’s dominant hand to quickly guide the learner or block their movements if they make a mistake.
- Gestural, verbal, or modeling prompts should be given so that the learner can see or hear them well.
- It is sometimes more effective to give the prompt by standing behind the learner. Being unable to see you may reduce the risk that the learner will wait for your prompt before responding.
- Gradually withdraw the prompt to avoid dependency.
Fading Prompts
Fading prompts consists of reducing the prompts until they are eliminated completely so that the individual is able to demonstrate a skill independently. The prompt fading procedure should be initiated as soon as possible to avoid creating dependence on the prompt. Be careful, however, because withdrawing a prompt too quickly could cause the learner to make mistakes. It is therefore necessary to find the right balance to encourage progress and independence.
Fading a prompt does not mean removing it completely. It is a gradual process and decisions are made based on the data.
To encourage the learner to respond correctly without prompting, reinforcement must be used. To gradually fade the prompt, reduce the reinforcement from prompted attempts while enhancing the reinforcement for non-prompted attempts (Lovaas, 2003). In other words, when learners respond correctly with a prompt, you can offer them a reinforcer, but when they respond independently, you can offer them a reinforcer of higher value and increase the intensity of your social reinforcement through facial expressions or even gestures. You can also increase the duration of the reinforcement. Learners must recognize that they are receiving higher quality or higher intensity reinforcement when they answer independently.
Two of the techniques used to fade prompts are Most-to-Least Prompting and Time Delay. Click on each strategy to find out more.
Most-to-least Prompting
Most-to-least prompting begins by granting the highest level of prompt necessary for the learner to give the correct answer, and then decreasing it gradually and as quickly as possible. We usually start with a more intrusive prompt at a more intensive level (e.g., physical prompt) and then move on to a less intrusive prompt at a less intensive level (e.g., gestural prompt). This technique must be adapted to each learner, because what is considered intrusive for someone may not be intrusive for someone else. You can also reduce the intensity of the prompt, for example by reducing the volume of a verbal prompt.
It is very important that the targeted objectives are adapted to the level of functioning of the learner, otherwise it will be impossible to succeed in fading the prompts. If the skill being taught is too difficult for the learner because they do not have the basic skills, fading or stopping the prompting will likely result in incorrect responding.
Click below to see an example.
Time Delay
You can also add a delay to gradually fade the prompt. This means that the period of time between the instruction and the prompt is gradually increased. The learner learns to respond before receiving the prompt, which allows it to be phased out. The delay must be short at the start and can be increased when the learner responds correctly several times.
For example, this strategy can be used to help a learner answer the question “What’s your name?” During the first attempts, we follow the question “What is your name?” with the verbal prompt “Mark.” We immediately reinforce if the learner responds correctly by repeating “Mark.” During the following attempts, we insert a delay of one second between the question “What is your name?” and the “Mark” prompt. If the learner responds correctly, the delay is gradually increased (usually by one second at a time) until they begin to respond before receiving the prompt.
Fading the prompt using a time delay is an effective strategy for developing new behaviours and skills, but it has two disadvantages. Some learners may simply wait for the prompt rather than respond. It will therefore be difficult to increase the delay if the prompt is still necessary for the learner to respond correctly. The second disadvantage is that the delay can give the learner the opportunity to make a mistake or to display other or unwanted behaviour.
For example, this strategy can be used to help a learner answer the question “What’s your name?” During the first attempts, we follow the question “What is your name?” with the verbal prompt “Mark.” We immediately reinforce if the learner responds correctly by repeating “Mark.” During the following attempts, we insert a delay of one second between the question “What is your name?” and the “Mark” prompt. If the learner responds correctly, the delay is gradually increased (usually by one second at a time) until they begin to respond before receiving the prompt.
Fading the prompt using a time delay is an effective strategy for developing new behaviours and skills, but it has two disadvantages. Some learners may simply wait for the prompt rather than respond. It will therefore be difficult to increase the delay if the prompt is still necessary for the learner to respond correctly. The second disadvantage is that the delay can give the learner the opportunity to make a mistake or to display other or unwanted behaviour.
In Case of Error
When an error occurs during the fading of a prompt:
- Do not reinforce the error.
- Return to the previous prompt level at the next learning opportunity (i.e., provide the prompt level that ensured the learner’s success).
- Reinforce the learner's prompted responses to ensure learning and motivation.
- Try again to fade the prompt.
- Continue to collect data to support your decisions.
It is important to be aware of unintentional or accidental prompts. Unintentional prompts can lead to erratic performance or lack of progress in acquiring the skill or concept (Leaf and McEachin, 1999). Unintentional prompts include:
- Looking at the object the learner is asked to identify (e.g., the adult says to the learner “Show me the pencil” while looking at the pencil).
- Silently articulating the correct response.
- Always placing the object the learner must identify in the same position in the field (e.g. left or centre).
- Making a gesture to show an object or a person (e.g., the adult says, “Can you put this in the trash can please?” while pointing to the trash can).
- Smiling or nodding when the learner initiates the correct response (e.g., the adult says “Show me the sad boy” and nods as soon as the learner points their hand at the right picture).
When staff members are not aware that they are providing unintended prompts, those prompts may not be faded and the learner may develop a dependency. Team members can observe each other while working with the learner to help notice and eliminate unintentional prompts.
Prompting: An Essential Strategy for Learning
When learning new skills, a learner needs help to bridge the gap between their current level and the level sought. Without prompting, the learner would be placed in a situation of repeated failure and would not have the chance to acquire the skill. In order to properly choose the type of prompt to use, you must know the type of response sought, the learners' strengths and challenges, as well as the degree of intensity necessary for their success. During the learning process, it will be important to collect data in order to recognize when the time comes to fade the prompt and thus allow the learner to develop their autonomy. The right balance needs to be struck – providing enough help to promote learner success, but avoiding dependency on the prompt.
Examples
Read the following short scenarios and determine what types of prompts could be used with each learner.
Melanie is 4 years old. She has great strengths in terms of receptive and expressive language, but has challenges with her gross motor skills. She has great difficulty climbing stairs or going up the ladders of outdoor play equipment and she feels a lot of frustration when trying to play with her friends. What types of prompts could be used to help Melanie with her gross motor skills?
Possible responses
- Physical prompting: The adult can place Melanie’s feet and hands in the right places and guide her when she climbs.
- Modeling: The adult or even another friend can execute the movements and serve as a model to help Melanie visualize what she must do.
Notes: Verbal prompting could be used if Melanie understands how to make the different movements. Otherwise, this type of prompt will not be effective, as it does not give her the help she needs.
Jamie is 8 years old. He loves to read, write, and play with his classmates at recess. However, he has difficulty starting a conversation with his classmates, and the interactions are sometimes awkward. What types of prompts could be used to help Jamie start a conversation with his peers?
Possible responses
- Verbal prompting: The adult can provide sample sentences to Jamie before he approaches his peers.
- Textual prompting: The adult can prepare index cards with sample sentences that Jamie could use when starting a conversation with a classmate.
- Modeling: The adult could model a conversation to show Jamie an example of the targeted skill.
Notes: Although textual prompts would make Jamie more independent, they do not encourage the fluency of a conversation. The adult must practice different scenarios with Jamie in order to encourage spontaneity and creativity.
Nickolas is 13 years old. He is learning to be more independent with the activities of daily living, such as making his bed and tidying up his room. Nickolas does not like to be touched. He has good motor skills and is always willing to learn new things. What types of prompts could be used to help Nickolas learn how to make his bed and tidy up his bedroom?
Possible responses
- Visual prompting: Nickolas’ parents can place visual clues in his room, for example a series of photos illustrating the steps necessary to make his bed or photos indicating where certain objects should be stored.
- Modeling: An adult could model the task of “making his bed” or “tidying up his room” so that Nickolas could observe and imitate the steps.