Essential Viewing
Watch Hacking Behavior Analysis’s overview of prompting, prompt fading and errorless learning (4 minutes, 9 seconds). Consider how assistance can be reduced while supporting successful learning.
Optional Learning Conversation
Dinah and her BCBA supervisor Susan discuss how data guide prompt fading.
Dinah: Hi Susan! I have a question about prompt fading. I’ve been learning about Discrete Trial Training (DTT) and how prompts are used, but I’m curious about how you know when to fade prompts. Can you guide me on that?
Susan: Absolutely, Dinah! Fading prompts in DTT requires using data and mastery criteria to make informed decisions. By collecting and analyzing data, we can determine when a learner is ready for prompt fading.
Dinah: That sounds interesting. Can you explain more about using data and mastery criteria to decide when to fade prompts?
Susan: Certainly! We record independent and prompted responses separately, including the prompt level and errors. I set criteria in the teaching plan for when to reduce assistance. For one learner, that might be 90% correct responses at a specified prompt level across two sessions. That is an example, not a universal rule, and prompted success is not the same as independent mastery.
Dinah: Can you give me an example of this in practice?
Susan: For example, a plan for identifying familiar people from pictures might begin with a clear pointing prompt, then reduce it to a brief gesture when the specified criteria are met. Later, we assess independent responding. Follow the plan for prompting, reinforcement and error correction. Most-to-least fading can progress within sessions or across sessions.
Dinah: That’s a very systematic approach. Thanks for explaining it, Susan!
Susan: Exactly. As the RBT, collect accurate data and follow the plan. Report increased errors, continued waiting for prompts or distress. Do not independently change the fading criteria or procedure.
Optional Reading
These resources are not required for the reflection.
Optional Video
The Autism Helper demonstrates yes/no errorless teaching (2 minutes, 56 seconds). This example is not a teaching plan to implement independently and is not required for the reflection.
Conversation Exercise
Use FRED to explore the difference between prompted and independent responses, and what data an RBT would share with their supervisor.
Access FRED and guidance
Use the conversation icon at the bottom right, or open FRED. FRED guidance.
Reflection Exercise
Reflection and AI guidance
Revisit the reflection guidance from Module 1 if you need a reminder about personal reflection or acknowledging AI assistance.
If you submit early by mistake, email your correct reflection to connect@jigsawconnects.co.uk, including the module and lesson, so we can add it to your course record.
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