Prompting and Fading
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21 terms
Terms | Definitions |
|---|---|
 Gestural | Teacher/practitioner makes some kind of motion to prompt the learner to use the target skill. |
| Verbal | Teacher/practitioner speaks to give a hint, a clue, or a direction. |
| Model | Teacher/practitioner engages in the target skill for the learner. These prompts can be verbal if the skill being taught is verbal, or they can be motor responses, if the skill being taught involves moving a body part. |
| Partial Physical | Teacher/practitioner provides minimal physical assistance to help the learner use the target skill correctly. Taps, nudges, and light pushes are used. |
| Full Physical | Teacher/practitioner leads a learner through the task by providing full physical assistance (e.g., hand-over-hand) to ensure correct use of the target skill. |
| Least to Most | A prompting heirarchy is used to teach learners new skills. The least intrusive prompt needed to assure that the skill occurs correctly is attempted first, followed by more intrusive prompts. |
| graduated guidance | Typically used with chained skills. Teacher/practitioner uses the controlling prompt to start, then makes decisions about what level of prompt to use during the instructional activity, based upon the learners response. |
| target stimulus | The "thing" or "situation" or "instruction" that is supposed to occasion the learner to engage in the targeted skill. Also referred to as an SD or discriminative stimulus for reinforcement. |
| target response | The response targeted for the learner to acquire |
| hierarchy | In least to most prompting, a prompt __________________ is used to teach learners with ASD new skills. |
| controlling prompt | A prompt that ensures that the learner will respond correctly |
| instructional | ___________ sessions are those in which the task cue (instruction / SD) and controlling prompt are delivered at the same time. |
| probe | ___________ sessions are those in which the task cue (instruction / SD) are delivered without the controlling prompt, and the response is documented as correct or incorrect. |
| least to most | offers a 2 second time delay for independent responding on the first trial. if that results in an incorrect, the SD is repeated and the least intrusive prompt is utilized. |
| most to least | does not offer a 2 second time delay until faded to the independent prompt level. |
| most to least | usually takes the most trials to reach mastery, but results in the fewest number of errors. |
| least to most | can require less trials to reach mastery, but often results in the most number of errors. |
| most to least | good for new acquisition, and slower learners who are more prone to make errors. |
| least to most | good for targets which the learner has already demonstrated some success at the independent level, and learners who are more likely to acquire new skills rapidly. |
| least to most | a _________________ hierarchy moves from: independent, gestural, model, hand to elbow, hand to wrist, hand over hand |
| most to least | a _________________ hierarchy moves from: hand over hand, hand to wrist, hand to elbow, model, gestural, independent |
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