RBT Module 4: Lesson 1 – Readings

Dinah: Hi Susan! I have a question about prompting. I know it’s an important technique in ABA. Can you explain to me the purpose of prompting?

Susan: Of course, Dinah! Prompting is a strategy we use to help individuals learn and perform specific behaviors. It provides additional cues or assistance to guide them towards the correct response. The purpose is to increase the likelihood of the desired behavior occurring.

Dinah: That makes sense, Susan. So, I’ve heard of response prompts and stimulus prompts. Can you explain the difference between them?

Susan: Absolutely, Dinah! A response prompt is an extra stimulus provided by another person to evoke a behavior, such as a gesture or verbal cue. A stimulus prompt involves changing or adding something in the environment to make the correct response more likely.

Dinah: I see. And what do different prompts look like in practice?

Susan: Examples include: verbal prompts (“Cross the laces” when tying shoes), gestural prompts (pointing), visual prompts (picture guides), model prompts (demonstrating a task), and physical prompts (guiding a learner’s hands).

Dinah: That helps a lot. Are there prompt categories we should know?

Susan: Least-to-most and most-to-least are planned prompting procedures. With least-to-most, the plan typically provides an opportunity to respond independently, followed by increasing assistance if needed. Most-to-least begins with a higher level of assistance and systematically reduces it toward independence as the learner progresses. The specific prompts, timing and criteria are set out in the teaching plan.

Dinah: Can most-to-least prompting move from a high-level prompt to a lower-level prompt and then independence across sessions, as well as within sessions?

Susan: Yes. Most-to-least prompting can be used within sessions or across sessions. Follow the supervisor’s plan for when and how to reduce assistance, and record whether responses are independent or prompted. If the learner continues to wait for help or shows difficulty or distress, report that to your supervisor rather than changing the procedure independently.

Dinah: Thanks, Susan. It’s important to balance support with encouraging independence.

Susan: Absolutely! Respect the learner’s assent and dignity. Never use harmful, degrading, painful or dehumanizing practices. Independence does not require removing every support: a visual schedule or other tool that the person chooses and uses independently may remain helpful.