![]() ![]() Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder (PDF, 2.63MB)Ĭox, A.Prompting is appropriate for all ages, with modifications made for the student’s cognitive and language levels. There should be a higher level of reinforcement when the student does the skill without a prompt. Reinforcement is important in teaching new skills. Make sure that the student is reinforced for using the skill or behaviour.increasing the distance between the prompter and the student.using a less intrusive prompt as skills develop.Fading the prompt can mean using a lower level of prompt or putting a gap between the instruction and the prompt. Once the student has begun to use the skill when prompted, begin to fade the prompt.Use the prompt when the student is expected to use a behaviour or skill.modelling first and then a verbal prompt to ensure that the student succeeds in doing the task the first time. Sometimes, teachers might want to try a higher level prompt first e.g.if the student does not respond to a verbal prompt to do a new task, they might need a gesture or a model to show them what to do. If this is not enough information for the student, a more obvious prompt might be needed e.g.Most of the time, the least intrusive prompt should be tried first.Determine which type of prompt is needed.The skill should be one that they are able to do but that needs a reminder or help. It isn’t possible to prompt a skill that they can’t yet do. Note: it is important to make sure that the student is able to do the skill being prompted.This is likely to be when a student is struggling to learn a skill. Physical prompts should be faded as the task is learned. Some students find physical prompts too overwhelming or intrusive and this form of prompting may not be suitable in some settings. ![]() These types of prompts won’t always be appropriate at school. hand over hand assistance to perform a task, or partial physical assistance (such as a touch on the wrist or elbow to remind a student of the action required). Physical - Physical prompts can involve full physical assistance e.g.Modelling involves the teacher or a peer demonstrating the skill to the student. Gestural - Simple gestural prompts can include pointing to objects a student needs or in the direction they need to go.These prompts might not need to be faded. Some students with a preference for visual learning will continue to find visual prompts useful. Visual - Visual prompts can include pictures, photos or text that provide students with reminders or cues about completing a task or learning a skill. ![]() “Say ‘break please’” and providing them with verbal instructions to complete steps in a task. This includes prompting the student to use a particular form of words e.g.
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