C.7 Prompting and prompt fading
A prompt is extra help that makes a correct response likely while a client is learning, and prompt fading is the planned removal of that help so the natural instruction or cue takes over. RBTs give the prompts the supervisor's plan specifies, fade them by the plan's rules, and record prompt levels accurately.
What the outline says
Task C.7 in content area C, Behavior Acquisition (19 of the 75 scored questions): "Implement procedures using stimulus and response prompts that include appropriate fading procedures (e.g., errorless, least-to-most, stimulus fading, time delay)."
What a prompt is
A prompt is a supplementary stimulus given before or during a response to make the correct response more likely. It is not part of the natural situation, so every prompt is meant to be temporary. The goal of prompting is not just a correct response today but transfer of stimulus control: the response should eventually occur in the presence of the natural SD, such as the instruction, the picture or the cashier holding out a hand, with no added help.
Prompts fall into two families. Response prompts act on the learner's response. Stimulus prompts change the teaching materials.
Response prompts
- Verbal prompt: spoken help, such as saying the answer or a hint ("Say 'bus'").
- Gestural prompt: a movement such as pointing, tapping or nodding toward the correct choice.
- Model prompt: a demonstration of all or part of the response for the learner to imitate, live or on video.
- Physical prompt: touching the learner to guide the response. A full physical prompt guides the whole motion, often hand over hand; a partial physical prompt gives only some help, such as a tap at the elbow.
Visual prompts, such as pictures, written words and checklists, are also common. A written checklist inside a cabinet that lists the steps of making coffee is a visual prompt.
A plan's prompt hierarchy lists the prompts it uses in order of how much help they give. The order of levels can differ between plans, so always use the hierarchy written for that client and program.
Stimulus prompts
Stimulus prompts change the antecedent materials so the correct choice stands out: placing the correct card closer to the client, making it larger, printing it in a bright color, or adding a picture to a word. Two methods are used to remove them gradually:
- Stimulus fading: an added feature is reduced step by step, for example tracing dots that get lighter over sessions until the client writes the letter on a blank line, or a red highlight that fades to black.
- Stimulus shaping: the form of the stimulus itself is changed gradually, for example a drawing built into a word that changes step by step until only the printed word remains.
Prompting and fading procedures
Most-to-least prompting starts with the most assistive prompt, often full physical guidance, and moves to less intrusive prompts as the learner meets the plan's criterion at each level. If errors appear after a step down, plans typically return to the previous level. It is often used for new skills because it keeps errors low.
Least-to-most prompting starts each trial with a chance to respond independently. If the response is not correct after the planned wait, the RBT gives the next level of help, and so on up the hierarchy until the response occurs. It lets the learner respond with the least help needed, but a learner who does not yet know the skill may make more errors before reaching an effective prompt. The wait after each level is essential; rushing through the levels gives help the learner may not have needed.
Graduated guidance is physical help adjusted moment to moment: the RBT guides only as much as needed, lightens the touch as soon as the learner starts the motion, and may end by shadowing the learner's hand without touching it.
Time delay fades a prompt by changing when it is given. The delay is the time between the instruction and the prompt. Early trials use a 0-second delay, with the prompt given right after the instruction. In constant time delay, the delay then moves to one fixed value, such as 4 seconds. In progressive time delay, it grows in steps (1 second, 2 seconds, 3 seconds and so on). A correct response before the prompt is an independent response.
Errorless learning is the general approach behind most-to-least prompting, 0-second delays and stimulus fading: arrange help so the learner makes few or no errors, then fade it.
Fading, data and prompt dependence
Prompt dependence means the learner responds only when prompted, for example waiting and looking at the RBT before each step of a task they can already do. Common causes are prompts that stay in place too long, prompts the learner no longer needs, and unplanned cues such as nods and glances. Ways the plan protects against it include:
- Moving to the next level as soon as the plan's criterion is met, not "a few more sessions to be safe".
- Using differential reinforcement, so independent correct responses earn more than prompted ones.
- Scoring every trial at the prompt level actually used. An accidental nod toward the correct card is a prompt, so the trial is scored as prompted.
Prompt-level data show whether fading is working. For example, if a client is independent on 12 of 20 trials, correct after a prompt on 5 and incorrect on 3, the percentage independent is 12 ÷ 20 × 100 = 60%. Counting prompted trials as correct would give 85% and hide how much help was needed.
Your role as an RBT
The supervisor chooses the prompting procedure, the hierarchy, the delay and the fading criteria. The RBT carries them out consistently and reports what happens. If you think another procedure would work better, keep following the plan and share your idea and data with the supervisor. If a client pulls away from physical prompts or says no to being touched, stop, follow any plan steps for that situation, and contact the supervisor rather than forcing the prompt. Prompting connects to discrete-trial teaching (C.3), chaining (C.5), discrimination training (C.6) and shaping (C.10).
Examples and non-examples
| Example | Non-example |
|---|---|
| Under a most-to-least plan, the RBT moves from a partial physical prompt to a gestural prompt in the session after the client meets the plan's criterion. | The RBT keeps using the partial physical prompt for several more sessions because the client is doing well with it. |
| With a 3-second constant time delay, the client answers after 2 seconds and the RBT records an independent correct response. | The RBT records the response as prompted because a prompt was scheduled for that trial. |
| A sight-word card's red highlight is made lighter across sessions until the word appears in plain black like the other cards (stimulus fading). | The RBT points to the correct card on every trial with no plan to reduce the pointing. |
Common mistakes
- Leaving prompts in place after the learner no longer needs them. Follow the plan's fading criteria so the natural cue takes over.
- Skipping the wait time in least-to-most prompting. Without it, the learner has no chance to respond with less help.
- Scoring a trial as independent after an unplanned cue such as a nod or glance. Any added help is a prompt and should be recorded as one.
- Treating a response before a time-delay prompt as an error. Responding before the prompt is the goal and counts as independent.
- Changing the prompting procedure without the supervisor. Share suggestions and data; the supervisor decides.
How it's tested
Expect to identify prompt types from short descriptions (pointing, demonstrating, hand-over-hand, a written checklist, a highlighted card) and to tell most-to-least, least-to-most, graduated guidance, constant and progressive time delay, stimulus fading and stimulus shaping apart. Scenario items often ask what to do next in a hierarchy, how to score a trial, or what risk a prompting habit creates. Watch for answers in which the RBT changes the plan on their own, and remember that prompts are always meant to be faded.
Practice questions for task C.7
10 of our 34 questions on this task. The rest are in the Behavior Acquisition practice sets and the mock exams.
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Question 1In ABA teaching, what is a prompt?
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A: Added help given before or during a response to make the correct response more likely. A prompt is a supplementary stimulus added to the instruction or materials so the learner is likely to respond correctly. Because it is not part of the natural situation, a prompt is planned to be faded.
- B: That describes a reinforcer, which follows the response.
- C: That describes an S-delta.
- D: That is prompt-level data, not the prompt itself.
Task C.7 · 40-hour curriculum section E
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Question 2An RBT teaches a teen to wipe a table. After saying "Wipe the table," the RBT wipes a small part of the table while the teen watches, then hands over the cloth. What type of prompt is the RBT's demonstration?
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D: Model prompt. A model prompt is a demonstration of all or part of the response for the learner to imitate. It can be live, as here, or on video.
- A: A gestural prompt points to or signals the response; here the RBT actually performs it.
- B: A partial physical prompt involves touching the learner, such as a tap on the arm; the RBT does not touch the teen.
- C: A visual prompt is a picture, written cue or similar display; a live demonstration is a model.
Task C.7 · 40-hour curriculum section E
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Question 3For 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 4Why 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 5Which drawback is most often linked to least-to-most prompting?
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D: The learner may make more errors before reaching a prompt that works. Because least-to-most prompting starts with little or no help, a learner who does not yet know the skill may respond incorrectly at the first levels before receiving enough help. That is why it is often used once a learner has some of the skill.
- A: That describes the starting point of most-to-least prompting.
- B: Least-to-most prompting builds in fading, since each trial starts with no prompt.
- C: Each least-to-most trial begins with an opportunity to respond independently.
Task C.7 · 40-hour curriculum section E
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Question 6A plan says to wait 0 seconds before prompting in the first sessions, then 1 second, then 2 seconds, and so on, adding time as the client succeeds. Which procedure is this?
Show answer
A: Progressive time delay. In progressive time delay, the delay between the instruction and the prompt is lengthened gradually. This gives the learner more and more chance to respond before help arrives.
- B: Constant time delay moves from 0 seconds to one fixed delay rather than increasing in steps.
- C: Most-to-least prompting changes the type of prompt; here only the wait before the prompt changes.
- D: Stimulus fading changes the materials; here only timing changes.
Task C.7 · 40-hour curriculum section E
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Question 7After many sessions, a client completes a puzzle only after the RBT points to where each piece goes, even though the client has shown they can place the pieces. The client waits and looks at the RBT before each piece. What is this pattern called?
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D: Prompt dependence. Prompt dependence means the response occurs only when a prompt is given, so the prompt rather than the natural cue controls it. Planned, timely prompt fading helps prevent it.
- A: Response generalization is the appearance of new, similar responses; here the client waits for help.
- B: An extinction burst is a temporary increase in behavior when reinforcement stops.
- C: Stimulus generalization is responding to new, similar stimuli; here the client responds only after a prompt.
Task C.7 · 40-hour curriculum section E
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Question 8While teaching a client to use a spoon, an RBT keeps their hand close to the client's hand. The RBT guides only as much as needed at each moment, lightens the touch as soon as the client starts the motion, and moves the hand away as the client continues alone. Which procedure is this?
Show answer
A: Graduated guidance. Graduated guidance gives physical help only as needed and reduces it immediately as the learner begins to respond, sometimes ending with the RBT's hand simply following, or shadowing, the learner's movement.
- B: Most-to-least prompting steps down prompt levels across trials or sessions by a criterion; here help changes moment to moment within one response.
- C: A full physical prompt guides the whole response; here help is lessened during the response.
- D: Least-to-most prompting waits for an independent attempt and then adds help; here help starts close and is reduced.
Task C.7 · 40-hour curriculum section E
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Question 9What is the main goal of errorless learning procedures?
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B: To arrange prompts so the learner makes few or no errors while learning. Errorless learning gives prompts early, often immediately after the instruction or with the most helpful prompt first, so that the learner contacts reinforcement for correct responses and rarely practices errors. The prompts are then faded.
- A: That is trial-and-error teaching with correction, the approach errorless procedures are designed to avoid.
- C: Withholding reinforcement after errors is extinction; errorless procedures try to prevent errors from happening.
- D: Errorless learning depends on prompts given early enough to prevent errors, which are then faded.
Task C.7 · 40-hour curriculum section E
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Question 10What is the goal of fading a prompt?
Show answer
C: To move control of the response from the prompt to the natural instruction or cue. Prompts are temporary. Fading them gradually transfers stimulus control from the prompt to the SD that should produce the response in everyday life.
- A: Making a prompt more noticeable is the opposite of fading it.
- B: Fading involves prompts, which come before the response, not reinforcers.
- D: The goal is fewer prompts, not more.
Task C.7 · 40-hour curriculum section E
Answer every question to see your score.
Key terms
| Prompt | A supplementary stimulus added before or during a response to make the correct response more likely while a skill is being learned, meant to be faded later. |
|---|---|
| Prompt fading | Gradually and systematically reducing prompts so that the correct response comes under the control of the natural SD rather than the prompt. |
| Response prompts | Prompts that act on the learner's response, such as verbal instructions, gestures, modeling and physical guidance. |
| Stimulus prompts | Prompts that change the teaching materials or add a cue to them, such as moving, enlarging, highlighting or adding a picture to the correct stimulus. |
| Least-to-most prompting | A prompting procedure that gives the learner a chance to respond independently, then provides increasingly more assistive prompts from the hierarchy until the correct response occurs. |
| 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. |
| Errorless learning | Teaching arranged with prompts and careful fading so that the learner makes few or no errors while acquiring a new skill. |
| Time delay | A prompt-fading procedure that inserts a pause between the SD and the prompt, starting at 0 seconds, so the learner can respond before the prompt is given. |
| Prompt dependence | A situation in which a learner responds correctly only when prompted and waits for help instead of responding to the natural SD. |
| Graduated guidance | A physical prompting procedure in which the RBT gives only as much hands-on help as needed during the response and reduces it immediately as the learner starts to perform independently. |
| Physical prompt | A response prompt in which the RBT touches the learner to help them make the correct response, ranging from a light touch to full hand-over-hand guidance. |
| Modeling prompt | A response prompt in which the RBT, or another person or a video, demonstrates all or part of the correct response for the learner to imitate. |
| Gestural prompt | A response prompt in which the RBT uses a movement such as pointing, nodding, tapping or motioning to show the learner where or how to respond. |
| Verbal prompt | A response prompt in which the RBT uses spoken words, such as instructions, hints, questions or the first sound of an answer, to help the learner respond correctly. |
| Visual prompt | A prompt that uses something the learner sees, such as a picture, written word, checklist, color cue or arrow, to help them make the correct response. |
| Stimulus fading | Gradually reducing an exaggerated or added feature of a stimulus, such as size, color or intensity, until the learner responds correctly to the natural stimulus alone. |
| Stimulus shaping | Gradually changing the shape or form of a stimulus, step by step, from one that already evokes the correct response into the target stimulus. |
| Prompt hierarchy | An ordered list of the prompts used in a program, arranged from most to least assistance (or the reverse), that guides how prompts are given and faded. |
| Stimulus control | When a behavior reliably occurs (or occurs differently) in the presence of a particular antecedent stimulus because of a history of reinforcement in its presence. |
| Differential reinforcement | Reinforcing one behavior or response class while withholding reinforcement for others, usually problem behavior, so the reinforced behavior increases and the others decrease. |
| Percentage | A percentage is a ratio expressed as parts per 100: the number of occurrences divided by the total, multiplied by 100. |
| Assent | A client's own willingness to participate, shown through words or behavior, which is separate from the legal consent given by a guardian or the client. |
| Intertrial interval | The brief pause between the consequence of one discrete trial and the presentation of the next trial's instruction, typically a few seconds. |