Most-to-least prompting
A prompting procedure that begins with the most assistive prompt needed and fades to less assistive prompts across trials or sessions as the learner succeeds.
In most-to-least (MTL) prompting, the learner starts at a high level of help, such as a full physical prompt, so that correct responses are very likely from the start. As the learner meets the plan's criterion at that level, the RBT moves to the next less assistive prompt, such as partial physical, then a model or gesture, and finally no prompt. If errors occur after a step down, plans usually return to the previous level for a while.
MTL is often used for new skills and for learners who make many errors or become frustrated when they fail, because it keeps errors low. It is one of the procedures associated with errorless learning.
A risk is that the learner receives more help than they need and becomes dependent on prompts if fading is slow. Careful data on prompt levels and planned fading criteria help prevent this. Physical prompts must be gentle, respectful and stopped if the learner resists, according to the plan.
The RBT does not decide alone to skip levels or stay at a level longer than the plan says; changes are made by the supervisor based on the data.
Example and non-example
| Example | To teach a child to put a puzzle piece in place, the plan starts with hand-over-hand guidance. After three sessions at criterion, the RBT uses a light touch on the wrist, then just points. |
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| Non-example | The RBT waits for the child to try first and gives a hint only when they get stuck. Starting with no help is least-to-most prompting. |
Don't confuse it with
| Least-to-most prompting | Least-to-most starts with independence and adds prompts; most-to-least starts with full help and fades. |
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| Graduated guidance | Graduated guidance adjusts physical help moment to moment within a response; most-to-least moves through planned prompt levels across trials or sessions. |
Test yourself
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Question 1For a new handwashing skill, an RBT starts with full physical guidance. After the client meets the plan's criterion, the RBT switches to a light touch at the elbow, and later to pointing only. Which procedure is the RBT using?
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D: Most-to-least prompting. Most-to-least prompting begins with the most assistive prompt and moves to less intrusive prompts as the learner meets the plan's criterion at each level.
- A: Least-to-most prompting starts with the least help on each trial and adds more only if needed.
- B: Stimulus fading changes the materials; here the RBT's own help is reduced.
- C: Constant time delay keeps the prompt the same and changes when it is given.
Task C.7 · 40-hour curriculum section E
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Question 2Why is most-to-least prompting often chosen when teaching a brand-new skill?
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B: It gives enough help from the start to keep errors low. Starting with a prompt that reliably produces the correct response keeps errors low while the skill is new. Help is then reduced step by step as the learner succeeds.
- A: That describes least-to-most prompting.
- C: Prompts given in most-to-least prompting must still be faded.
- D: Most-to-least prompting often starts with physical prompts; it is not limited to verbal ones.
Task C.7 · 40-hour curriculum section E
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Question 3A most-to-least plan says to move from a partial physical prompt to a gestural prompt after 3 consecutive sessions of correct responding at the partial physical level. The client has just met this criterion. What should the RBT do in the next session?
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A: Begin using the gestural prompt, as the plan states. In most-to-least prompting, the RBT moves to the next, less intrusive level when the plan's criterion is met. Following the criterion as written keeps fading on schedule.
- B: Delaying fading beyond the plan's criterion is a plan change and risks prompt dependence.
- C: Skipping levels changes the plan; the plan calls for a gestural prompt next.
- D: Going back to more help after success is the opposite of what the plan's criterion calls for.
Task C.7 · 40-hour curriculum section E · RBT Ethics Code 2.02
Answer every question to see your score.
On the RBT exam
This term belongs to task C.7 Prompting and prompt fading in content area C, Behavior Acquisition, which is 19 of the 75 scored questions.