Response Prompting Procedures

Response Prompting Procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called "errorless" learning because teaching using these procedures usually results in few errors by the learner. The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.

The SLP prompting procedure uses and removes prompts by moving through a hierarchy from less to more restrictive prompts. If the student emits the correct behavior at any point during this instructional trial (with or without prompts), reinforcement is provided. The system of least prompts gives the learner the opportunity to exhibit the correct response with the least restrictive level of prompting needed. Because teachers are required to use multiple types of prompts (e.g., verbal and physical prompts), the SLP prompting procedure may be complicated for use in typical settings, but may be similar to non-systematic teaching procedures typically used by teachers that involve giving learners an opportunity to exhibit a behavior independently before providing a prompt.

Example: SLP trial for teaching sitting behavior

SLP has been widely used for a variety of learners and skills. It has been most widely used in a 1:1 format (individual instruction) for chained skills. It has recently been used in conjunction with new technology, like portable DVD players and video iPods, to each self-help skills to young adults with intellectual disabilities and to improve transition skills for elementary school students with autism spectrum disorders.

The MTL prompting procedure (Cuvo, Leaf, & Borakove, 1978) removes prompts by moving through a hierarchy from most restrictive to less restrictive. The MTL prompting procedure begins with the most restrictive prompt, usually a physical prompt. After the learner has received reinforcement for completing the task with physical prompts, a less restrictive prompt is given (e.g., a partial physical prompt), and then an even less restrictive prompt (e.g., verbal prompt). Usually, a specific criterion is set for each prompt change (e.g., after three days of correct performance of the behavior with the use of a partial physical prompt, a verbal prompt will be used). If the individual fails to perform the behavior correctly with the less intrusive prompt, the instructor would return to a more intrusive prompt for a specified number of trials. Eventually, the discriminative stimulus for the behavior is the typically occurring stimulus (e.g., when lunch is finished, student independently goes to the sink to wash hands) or the direction (e.g., when teacher says "Class, it is time to sit in your desks", the student sits in his desk).

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