Questions and Answers
What is simultaneous prompting?
A teaching procedure used to help learners acquire skills.
What should teachers/practitioners do in step 1 of simultaneous prompting?
Define the target behavior or skill.
In step 2 of simultaneous prompting, what is meant by selecting the target stimulus?
Identifying a naturally occurring event, the completion of an event, or an external signal.
What is a controlling prompt?
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What factors should be considered when choosing reinforcers for learners with ASD?
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What should be considered when determining the response interval?
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Which processes are involved in selecting activities for teaching with simultaneous prompting?
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How can teachers/practitioners establish learner attention?
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What should teachers do after delivering the controlling prompt?
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What is necessary for monitoring learner progress?
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What distinguishes prompting procedures from prompt types?
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When is simultaneous prompting most effective?
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Which prompt types are considered least intensive?
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How can prompt dependence in learners be prevented?
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What should teachers/practitioners consider when determining the length of the response interval?
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What is the typical initial response interval suggested by teachers/practitioners?
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Teachers/practitioners record responses to monitor learner's performance, usually focusing on the _____ response in a trial.
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What is the first step in implementing intervention?
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What should teachers/practitioners do if a learner's response is incorrect?
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Match each step of implementing intervention to its description:
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What is the purpose of selecting appropriate reinforcers for learners with ASD?
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What should be identified as the target stimulus in graduated guidance?
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Teachers/practitioners should always use verbal prompts.
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What is a controlling prompt?
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What is the recommended time interval after delivering the target stimulus for learners with ASD?
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What are prompts?
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What are prompting procedures composed of?
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What does antecedent refer to?
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Define target skill.
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What is a consequence in prompting procedures?
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What is a target stimulus?
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What is a correction procedure?
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What does least to most prompting refer to?
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What is a controlling prompt?
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Define discrete skills.
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What are chained skills?
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What is graduated guidance?
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What is simultaneous prompting?
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Which of the following are types of prompts?
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What factors influence prompting effectiveness?
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How can prompts be used effectively?
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What is the basic prompt hierarchy?
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What is the purpose of selecting cues or task directions?
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What should be considered when selecting reinforcers?
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What is the importance of determining the length of the response interval?
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Study Notes
Prompting Overview
- Prompts are cues provided to facilitate skill acquisition, particularly useful for learners with ASD.
- Different types of prompts include gestural, verbal, visual, model, and physical.
Prompting Procedures
- Increases likelihood of correctly using target skills, structured around antecedent, target skill, and consequence components.
Key Components of Prompting
- Antecedent: Provides direction or cues for target skills; should be consistent for effective learning.
- Target Skill: The desired response from the learner.
- Consequence: Positive feedback is essential for reinforcing successful skill responses.
Target Stimulus
- The specific situation prompting the learner to respond, e.g., dirty hands signal washing hands.
Prompting Strategies
- Correction Procedure: Provides feedback on incorrect responses by either ignoring them or applying modifications.
- Least-to-Most Prompting: Involves a hierarchy of prompts, progressing from minimal to maximal assistance.
- Controlling Prompt: Ensures correct learner responses; used in both discrete and chained skills.
Skill Types
- Discrete Skills: Short tasks like naming or greetings.
- Chained Skills: Multi-step tasks such as dressing or making a sandwich.
Graduated Guidance
- Involves providing a controlling prompt while gradually removing it based on learner response, applicable to tasks with physical components.
Simultaneous Prompting
- Combines instructional and probe sessions, using task directions and controlling prompts simultaneously for effective skill teaching.
Prompt Types
- Different prompts serve various functions:
- Gestural: Nonverbal cues.
- Verbal: Hints or directions.
- Visual: Static aids, like pictures or checklists.
- Model: Demonstrations of the skill.
- Physical: Hands-on assistance when needed.
Considerations for Effective Prompting
- Prompting is beneficial regardless of cognitive ability and is effective for ages 3-22 in learners with ASD.
- Avoid dependency on prompts by minimizing their use and fading them quickly to promote independence.
Basic Prompt Hierarchy
- Independent Level
- Verbal Prompt
- Gestural Prompt
- Controlling Prompt
Steps for Effective Prompting
- Identify target stimulus from natural events, completion of tasks, or external signals.
- Select cues or task directions to initiate the learning exchange.
- Choose appropriate reinforcers based on past motivations and deprivation states.
- Identify suitable activities and times for training, ensuring context relevance for skill acquisition.
- Tailor the number of levels in the prompt hierarchy to task characteristics and learner needs.
- Select types of prompts based on individual learner characteristics and skills to be taught.
- Sequence prompts to provide the least to most assistance, ensuring a clear organizational structure.
- Determine response intervals for learner opportunities, allowing adequate time for responses to avoid frustration or disengagement.
Initial Steps for Implementation
- Establish learner attention through effective strategies and cues to ensure focus on the task at hand.### Attention Securing Techniques
- Eye contact and behaviors like matching, touching, or repeating task directions indicate learner attention.
- Teachers present cues or task directions after securing attention to clarify expectations.
Implementing Intervention Steps
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Step 2: Waiting for Learner Response
- Teachers wait 3 to 5 seconds for responses before providing additional support.
- Prompting procedures complement time delays for learners with ASD.
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Step 3: Responding to Learner Attempts
- Immediate positive feedback is given for correct responses, using verbal affirmations and reinforcers.
- For incorrect responses, teachers interrupt, provide the next prompt in the hierarchy, or escalate prompts for non-responses.
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Step 4: Monitoring Learner Outcomes
- Tracking responses informs teachers about learner performance and progress.
- Review data to ensure the percentage of unprompted correct responses is increasing.
Graduated Guidance Steps
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Step 1: Defining Target Skills/Behaviors
- Target behaviors must be observable and measurable, aimed at tasks like putting on a coat or setting the table.
- Identify the sequence of steps in chained tasks, deciding to teach one step or the entire chain.
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Step 2: Identifying the Target Stimulus
- Cues to begin the target behavior can be naturally occurring events, task completions, or external signals.
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Step 3: Selecting Cues/Task Directions
- Cues can be via material manipulation, task direction, or naturally occurring events delivered at appropriate prompt levels.
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Step 4: Selecting Reinforcers
- Reinforcers should be motivating and relevant to the activity to encourage skill repetition.
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Step 5: Identifying Controlling Prompts
- Controlling prompts ensure correct skill execution and can vary in intrusiveness based on learner needs.
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Step 6: Determining Response Interval Duration
- A short response interval encourages learners to initiate tasks independently, considering their typical response times.
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Step 7: Specifying Prompt Fading Procedures
- Fading strategies should be established beforehand to reduce learner dependence on prompts over time.
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Step 8: Identifying Teaching Activities and Times
- Scheduling teaching times during natural opportunities maximizes effectiveness for skill application.
Implementing Intervention with Graduated Guidance
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Step 1: Initial Interaction
- Secure learner's attention; present the target stimulus and deliver task direction, followed by a short response interval.
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Step 2: Monitoring Progress
- Record types of responses during practice, evaluating independence and resistance to inform adjustments in prompting procedures.
Simultaneous Prompting Steps
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Step 1: Define Target Behavior/Skill
- Clearly define target behaviors, which can be discrete tasks or chained tasks requiring step sequences.
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Step 2: Selecting Target Stimulus and Cue
- Establish the target stimulus based on events, activity completions, or external cues to signal the desired behavior.
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Step 3: Selecting Controlling Prompt
- Choose prompts that consistently elicit correct behaviors, preferring minimal intrusion where possible.
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Step 4: Selecting Reinforcers
- Assess previous motivators and unmet needs to tailor effective reinforcers.
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Step 5: Determining Response Interval
- Adjust response intervals according to task demands and learner characteristics during instructional sessions.### Response Interval Considerations
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When learners struggle with responses, teachers either ignore errors or correct them, moving to the next trial.
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Length of response interval should consider learner characteristics, accounting for their usual response time plus extra seconds.
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Task characteristics involve comparing response times of similar learners, using these benchmarks to set appropriate response intervals for individuals with ASD.
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For tasks needing multiple steps, a consistent response interval can be used across all steps, despite differing completion times for specific actions.
Simultaneous Prompting Procedures
- Selection of activities should align with the skills learners need and incorporate their interests to boost motivation.
- Teaching of skills combines two sessions: one instructional and one probe (test) to measure skill acquisition.
- At least five trials should occur in each instructional session, while probe sessions typically contain fewer trials.
- Chained skills taught using total task instruction involve practicing all steps in one session, with one opportunity for practice serving as the probe.
Implementing Simultaneous Prompting
- Establish learner's attention by delivering the target stimulus, using attention-getting strategies, and presenting the cue/task direction.
- Instructional sessions involve an immediate controlling prompt after attention is secured, followed by feedback for correct and incorrect responses.
- In probe sessions, no prompts are provided, and learner responses are observed without immediate correction, focusing on evaluating skill retention.
Monitoring Progress
- Data collection during instructional and probe sessions is vital for tracking learner progress in skill acquisition.
Prompting Procedures vs. Prompt Types
- Prompting procedures include least-to-most prompting, graduated guidance, and simultaneous prompting, each with systematic steps for implementation.
- Prompt types such as gestural, verbal, visual, model, and physical prompts vary in intensity, with physical prompts being the most intensive.
Determining Prompting Procedure Effectiveness
- Least-to-most prompting helps learners who are struggling with previously acquired skills, while simultaneous prompting is optimal for new skills.
- Graduated guidance is reserved for chained skills.
Prompt Intensity and Fading
- Visual, verbal, and gestural prompts are generally less intense compared to modeling; physical prompting ranks as the most intense.
- Fading prompts should align with learners’ progress, increasing independence and reducing prompting as proficiency grows.
Preventing Prompt Dependence
- To avoid dependency on prompts, use the minimal prompt intensity necessary for success and fade prompts promptly as learners gain skill proficiency.
- Monitoring learners during similar skill tasks helps determine the appropriate level of prompting needed for new skills.
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Description
This quiz explores the concepts of prompts and prompting procedures in teaching skills, particularly for learners with ASD. Understand how prompts can enhance learning and the components involved in effective prompting strategies.
