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https://afirm.fpg.unc.edu/prompting
https://www.youtube.com/watch?time_continue=2&v=gOAbePwwfnU
https://www.youtube.com/watch?time_continue=10&v=gOAbePwwfnU
https://www.youtube.com/watch?time_continue=1&v=Vtr_JGURqZo

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How to respond to learners with instructional sessions (simultaneous prompting)

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How to respond to learners with instructional sessions (simultaneous prompting)

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-Special Education Teachers
-Paraprofessionals
-Therapists
-Teachers

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How to respond to learners with probe sessions (simultaneous prompting)

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How to respond to learners with probe sessions (simultaneous prompting)

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When ASD students DO NOT show progress. Ask yourself these.  

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When ASD students DO NOT show progress. Ask yourself these.  

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Is target and behavior skills well defined?
Is the skill measurable and observable?
Is the skill to difficult for the student?

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Deliver the target stimulus,

Use an attention getting strategy (using a stimulus)

Give the student a cue or task direction.

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How to respond to learners (graduate guidance)

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How to respond to learners (graduate guidance)

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Walk over to the learner

Get the learner’s attention

Get their attention

Present them with the task direction.

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How to respond to learners (Least-to-most prompting)

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How to respond to learners (Least-to-most prompting)

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When getting learners attention you need to (least-to-most prompting

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When getting learners attention you need to (least-to-most prompting

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Delivering the target stimulus

Get their attention by using a strategy (saying the learners name)

Presenting the prompt or task direction.

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-Improve social and communication skills
-Improve play and adaptive skills
-Improve academics and on task behaviors
-Increase the ability to generalize every day objects Have the students be successful

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By: Sydney Maybee
Jessica Maldonado
Shannon Bible

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1. Decrease the intensity of the prompt
2. Provide less assistance by changing the prompt type
3. Remove the prompt immediately

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1. Determine how long it takes the learner to respond only when they can do a target skill or behavior successfully.
2. Compare with another student with ASD how long it takes them to do a target skill or behavior and use that amount of time as a response interval
3. Give the learner time to begin and complete a task with intervals of seconds.

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1. Gestural
2. Verbal
3. Visual
4. Model (full, partial)
5. Physical (full, partial)

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Independent Level: No prompts
Intermediate Level: Verbal prompts
Controlling Prompt Level: Verbal prompt and physical prompt

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Preferred activity
Verbal praise
Preferred objects/games
Food activity

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1. Antecedent: Target stimulus and task direction for student to use the target skill.
2. Target Skill: Learner's response.
3. Consequence: Feedback/reinforcement by teachers/support.

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1. Naturally Occurring Event (Example: asking for a drink of water when thirsty)
2. Completion of One Event or Activity (Example: Finishing an assignment to move on to the next one)
3. External Signal (Example: When the school bell rings for the next class period or transition stage)

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1. Least-To-Most: Can be used for a discrete or chained task. Use this procedure when learner uses the target skill, but not all the time, or when the learner regresses in the use of the target skill.
2. Graduated Guidance: Used for a chained task. Use only when the target skill is in routines or when the moment comes to fade out the prompt.
3. Simultaneous Prompting: Can be used for discrete or chained tasks. Use when the teacher is beginning to teach a new skill with the learner.

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1. Discrete Task: Requires a single response in a short duration. (Example: Identifying colors)
2. Chained Task: Requires several individual behaviors to be sequenced together to form a more complex skill (Example: Setting a table)