Prompting

Physical prompt during motor skill instruction

#1 Foot positioned to the back of the skateboard #2 and 3 bend knees #4 for pulling skateboard up #5 for pressing skateboard down #6 bend knees #7 pull up skateboard #8 bend knees #9 pull up skateboard #10 straightens the skateboard from diagonal to straight line with participant's body line #11 bend knees #12 start down the ramp

Fading vs. Shaping

*Fading* -Reduce a feature or aspect of a particular prompt over time -Gradually guidance: Gradually reduce degree or kind of a series of physical prompt over a sequential lesson *Shaping* -Gradually increasing the response requirement for reinforcement -NO VERBAL OR OTHER PROMPTS!

Trial by trial breakdown: Prompt adjusting based on participant performance

*Trial 1* -SD= "what day is it?" -Student response "Sunday" (incorrect) *Trial 2* Represents SD "What day is it?" + *Immediate full prompt* -Student response "Thursday" -Teacher reinforces by asking "Thursday" -Student echoes "Thursday" *Trial 3* -Represent SD "What day is it?" + *short delay to probe for more independent response* -Student response "uhhhhh...." *Trial 4* -Represent SD "What day is it?" + *Immediately full prompt* -Student echoes "Thursday" *Trial 5* -Represent SD "What day is it?" + *short delay to probe for independent response* -Student independently says "Thursday"

Delayed prompting

-*Requires* one known effective prompt -*Constant time delay:* -Fixed time between antecedent and prompt -*Progressive time delay* -Start with 0 second delay and increase interval by 0.5 to 1.0 seconds between antecedent and prompt -*All* trials should lead to reinforcement

Summary

-A prompt is an antecedent stimulus that reliably evokes specific behavior(s) -We use them to evoke a behavior in the presence of a particular antecedent stimulus -3 majors types of prompts: verbal visual, physical -Prompts are organized in order if intrusiveness (hierarchies) -Different implementation of prompt hierarchies occur according to client needs and program skills -Transfer of stimulus control occurs through fading of prompts.

Verbal prompt

-A vocal stimulus added to the environment that reliably evokes a specific response(s) -May evoke an echo of the vocal prompt, other vocal behavior, or other responses such as motor responses.

What is a prompt ?

-An antecedent stimulus that reliably evokes specific behavior(s) -What is their purpose?

Least to most prompting hierarchy

-Designed to promote more independent responses -Student can perform some of the response(s) -Provide as little help as possible -If prompts are need used least intrusive prompt and gradually increase.

Examples of vocal prompts

-E.g., Parent and child playing ball together. Kid brings ball to parent. Parent say "ball", kid echoes "ball" -E.g., Parent introduces old friend asks child if remembers his name. Child doesn't remember. Jokingly prompt, it rhymes with "mess". Child says "Oh it's Jess!" -E.g., Parent says "What should you do when you're done eating?" Child says nothing, smiles and puts the dish in the sink.

Fading prompt type

-Fading from more intrusive prompt to Less intrusive prompt, to no prompt -E.g., full physical to partial to verbal to visual. -E.g., Help you, tell you, show you, you do on your own.

Most to least prompting hierarchy

-Full physical to partial physical to verbal to partial verbal to visual -Start most intrusive prompt, contingent upon a correct response, move to lesser prompt if repeating trials -May not use all types of prompts during the prompting sequence. -Student can't perform most or all of the response(s) -Can avoid teaching "waiting the interventionist out" -Less intrusive prompts not successful -Begin with most intrusive prompt -Reduce the number of prompts

Fading prompt timing

-Gradually increase amount of time before delivering a prompt -According to pre-determined criteria -Examples: After 2 consecutive correct responses After a block of trials 80% or more Etc.

Examples of physical prompt

-Hand over hand guidance to help a client learn to hit a baseball on a tee. -Hand over hand guidance to help a client learn to brush their teeth. -Lightly touching a client's elbow to get their arm to extend towards their communication partner with icon in hand. -Guiding a client's orientation by lightly turning his shoulder toward the person the person he is directing a question toward -Touching a client's elbow to set the occasion for them to pick up a picture icon to make a request, after they have learned with a full hand over hand prompt and partial hand over hand prompt. -Lightly touching the side of a client's face to turn their eyes to look in your direction.

Errorless teaching: why?

-Help to maintain frequency of responses -Help to reduce the frequency of responses which have resulted in access to escape or avoidance as reinforcers (abolishing operations) -A majority of studies report that errorless teaching results in more rapid acquisition of targeted skills and substantial reduction in the frequency of problem behaviors.

Altering stimulus properties

-Introduce change gradually! -Start with BIG difference -Fade the difference over time -Change should be BIG enough for the teacher to notice but small enough for the student not o!

Verbal prompts: things to consider

-Most commonly used by adults (i.e., deemed "natural" -Sometimes too heavily relied upon -Sometimes difficult to fade.

Prompt hierarchies: Things to remember

-Not all prompting hierarchies have all type of prompts -Look at data or program sheet for client to see level of prompts used for each program. -Can change on daily basis, check in notes section and program sheet daily.

Errorless learning: remember

-Not just for discrete trial -Not just for use with visual prompt

Way to use errorless learning: Visual prompts

-Positional prompts -Slowly altering (introducing or fading) stimulus properties.

Prompt fading in DTT

-Predetermined criteria to go to less intrusive prompt level -Fade prompt according to hierarchy of intrusiveness.

Implementing prompting

-Prompting hierarchies -Delays in prompt delivery

Why do we delay a prompt?

-Prove for more independent response. -Shape a more independent response.

Physical prompt are not

-Restraining a person so they cannot move in any way -Holding a person against their will -Physical forceful or could hurt the client

Data collection exercise: types pf prompts

-Start with your blank data sheet -Read the definitions -Watch the following video -Write down the number of prompts and any type of prompt Vocal prompt 6 Model prompt 0 Physical prompt 1 Gesture prompt 5 *Initial instruction*: Lucas, Let's set it down and go sit in our chair (points to the chair at the same time) -Initial feedback (not it dude) -Vocal prompt 1: We're going to set the timer down -Physical prompt: hand over hand to put timer on table (feedback-cool) -Vocal prompt 2: Let's take a seat and simultaneous gesture prompt 1 (feedback that's not it man). Hey Lucas you're not making good choices) -Vocal prompt 3: Let's put the timer back and simultaneously gesture prompt 2. -Vocal prompt: I need you to put the timer back where it was and simultaneous gesture prompt 3 -Prompts another kid with vocal and gesture -Vocal prompt 5: and simultaneous gesture prompt 4: Lucas bring the timer back (points to appropriate location) feedback -thanks dude good listening! -Vocal prompt 6: let's take a seat! and simultaneous gesture prompt 5

Choose your own "adventure"

-The way the client responses (correct or incorrect) will dictate what your response will be. -Client gets right a criteria number of times, fade the prompt 'step' -Client gets wrong a certain number of times, bring the prompt back one 'step'

Types of prompts

-Verbal -Visual -Physical

Least to most (LTM)

-Visual to partial to full verbal to partial physical to physical. -Start with least intrusive prompt, contingent upon error move to more intrusive prompt. -May not use all types of prompts (e.g., LTM can be used with verbal and physical prompt, only verbal prompt, etc.)

Fading level of intrusiveness: case example

-Week 1: Use partial physical prompt + pointing to visual schedule, *no vocal* prompts -Week 2: *No physical* prompts, only pointing to visual schedule *provide model prompt only if client gets "stuck"* -Week 3: *No model* prompts, only pointing to visual schedule. -Week 4: Client is performing whole shower himself *with visual schedule*. -Week 5: Client is performing whole shower himself *with no visual schedule*.

Overview

-What is prompt? -Why do we use prompts? -Types of prompts -Common errors with prompting -Implementing prompting -Fading prompt

Least to most prompting: considerations

-Which type of prompts will you use? -In what order will you present the prompt? -How long will you wait for a response before prompting? -What is the criteria for using a more intrusive prompt?

Most to least prompting: Considerations

-Which type of prompts will you use? -In what order will you present the prompts? -What is the criteria for using a less intrusive prompt?

Application: Is this a LTM or MTL?

-You are teaching a client named Sam to clean up his plate. You look at the program sheet. It says that within 30 seconds of delivering the instruction, clean up your plate please" if there is no response, you are to provide a full physical prompt to help the Sam pick up the plate and put it in the sink. *Answer: MTL* -You are teaching a client named Dannette to wash her hands. You look at the program sheet. It says that within 30 seconds of delivering the instruction, "put on soap" if there is no response, you are to provide a gesture prompt to point at the soap. If Dannette still doesn't get the soap, you are to use partial prompt and put Dannette's hand on top of the soap dispenser. If there is still no response, you provide a full and over hand prompt to help Dannette dispense the soap. *Answer LTM* - You deliver the instruction "sit down" to a client. The client does not sit down after 5 seconds has elapsed. You then point to the chair. Client does not sit. You then say "sit in this chair" while pointing to the chair. Client does not sit. You then lightly guide the client from where she is standing across the room and over to the chair. Then client sits down. *Answer LTM* -You deliver the instruction, "Touch blue" and the client does not respond for 3 seconds. You then immediately hand over hand prompt the client to touch the blue object. *Answer MTL*

Stimulus fading: Major parts

1. Start with some type pf prompt 2. Know the success criteria to fade the prompt "a step down" 3. Know the failure criteria to reinstate the previous prompt if needed.

When do we use errorless learning?

1. with very young children with developmental disabilities, including autism, especially if these children have exhibit a tendency to avoid instructional situations; 2. with children or adults who have a history of failure with respect to specific academic tasks or school itself; 3. with children or adults with developmental disabilities, who exhibit severe aggression or self-injurious behavior; 4. When it is part of a systematic teaching plan or curriculum.

Visual prompts

A visual stimulus that reliably evoke a specific response(s) -Gestures -Modeling -Pictures -Printed words -Positioning -Altering the look of the correct stimulus (if selecting)

Fading level prompt type: Case examples

Current level of independence: Client can successfully shower with interventionist giving vocal and physical prompts on each step with a visual schedule.

Fading prompt timing: Case examples

Currently, your client is successful with saying "I want ______" to make a request. Your BCBA is going to have you start fading your vocal prompt of "Say, I want ___" -Step 1: Deliver vocal prompt "Say I want___" within 1 sec of you noticing a participant wants to make a request. A client correctly requests 80% opportunities in a day, move to. -Step 2: Deliver vocal prompt "Say, I want..." Wait 2 sec after you notice a participant wanting to make a request. After client correctly requests for 80% of opportunities in a day, move to -Step 3: Deliver vocal prompt "Say, I want ..." Wait 3 sec after you notice a participant wanting to make a request.After client correctly requests for 80% of opportunities in a day, move to -Step 4: Deliver vocal prompt Say, I want ..." Wait 4 sec after you notice a participant wanting to make a request.

Physical prompts

Hand over hand guidance of another person's body or parts of body to help them perform a response, or set the occasion for correct response to occur

Least to most: Case example with writing

Initial Instruction: write number 1 -Visual: point to paper -Verbal: "start at the top and make a line" -Partial physical: lightly hand over hand help the client to write half of the #1, and let him/her finish the rest. -Full physical: lightly hand over hand help the client to write entire #1.

Least to most: Case example with receptive program

Initial instruction: Give me red -Visual: point to red card -Partial physical: lightly hand over hand help the client to pick up the red card. -Full physical: lightly hand over hand help client to pick up the red carpet card, and help them to reach toward you/put it in your other hand.

Most to least: Case example with receptive program

Initial instruction: Give me red -Trial 1 Full physical: lightly hand over hand help the client to pick up the red card, and help them to reach toward you/put in your other hand -Trial 2 Partial physical: lightly hand over hand put the client's hand on top of the red card. -Trial 3 Visual: point to red card.

Most to least: Case example with daily living skill

Initial instruction: Turn off water -Trial 1 Full physical: hand over hand help the client turn on the faucet/ -Trial 2 Partial physical: pick client's hand up and place on top of faucet. -Trial 3 Verbal: "Turn the handle" -Trial 4 Visual: point to faucet, say nothing

Most to least: Case example with writing

Initial instruction: write number 1 -trial 1 Full physical: lightly hand over hand help the client to write the entire number 1 -Trial 2 Partial physical: hand over hand help client to write half of the number 1, and let him/her finish the rest -Trial 3 Verbal: "start at the top and make a line" -Trial 4 Visual: point to paper or model drawing number 1 with finger.

Least to most: case examples with daily living skill

Initial instructions: Turn off water -Visual: points faucet, says nothing -Verbal: "Turn the handle" -Partial physical: pick client's hand up and place on top of faucet -Full physical: hand over hand help the client turn on the faucet.

Prompt hierarchies

Least to most: -Visual to partial visual, to partial verbal to full verbal o partial physical to physical -No prompt, partial prompt, full prompt. Most to least: -Physical to partial physical to verbal to partial verbal to visual, partial visual -Full prompt, partial prompt, no prompt

Restrain vs. Prompt

NRS 388.5255 "Physical restrain" means the use of physical contact to limit a person's movement or hold a person immobile. Physical contact is ok if: -Assisting the pupil in completing a task or response if the pupil does not resist the application of physical contact or if the pupil's resistance is minimal in intensity and duration. -Escorting or carry the pupil to safety if the pupil is in danger in his or her present location.

Fading in altered stimulus properties

Plan:

Fading in level of altered properties

Plan:

How to fade prompt

Reduce the prompt by gradually reducing: -Level of intrusiveness by prompt type -Timing of the prompt (increase delay) -Position of correct/incorrect stimuli -Salience of altered properties

Verbal prompts

Sentences -Ex., The answer is Sacramento Words - Ex., Sacramento Parts of words -Ex., Sac-ra........ Voice inflection -Ex., Where are your eyes? *Other verbal prompts* -Additional description of desired response -Ex. "Say it better" "Please use a full sentence " "What should you be doing right now?"

Prompt fading

Stimulus fading involves systematically reducing some aspect of a stimulus prompt in order to transfer control to the target or natural source. Plain English: we reduce a prompt as the client meets our success criteria.

Accidental prompt

Teacher looks at the correct answer (the star) but this is an error. To avoid this: One way is to look directly in the client's eyes.

Why do we use prompts?

To evoke a response in the presence of an antecedent stimulus, then transfer stimulus control from the prompt to the target SD.

Delayed prompting: Constant time delay

Trial 1 "Show me Red" -Wait 2 seconds (point to red one) -Correct response Trial 2: "Show me red" -Wait 2 seconds (point to the red one) -Correct response Trial 3: Show me red" -Wait 2 seconds (point to red one) -Correct response

Delayed prompting: Progressive time delay

Trial 1: "show me red" -Wait 0 seconds (point to red one) -Correct response Trial 2 "show me red" -Wait 1 second ( point to red one) -Correct response Trial 3 "Show me red" -Wait 2 seconds (point to red one) -Correct response Trial 4 "show me red" -Wait 3 seconds (point to red one) -Correct response