RBT Task List – Skill Acquisition (C-08)

Having established the core methods for teaching via Discrete Trial Training (DTT – C-04), Natural Environment Teaching (NET – C-05), task analysis and chaining (C-06), and the foundational principles of discrimination training (C-07), we now arrive at a set of techniques that are intricately interwoven through all of these:

Let’s do a comprehensive exploration of:

C-08: Using Prompt and Prompt Fading Procedures

Clear Explanation: What Are Prompts and Prompt Fading?

A prompt is an antecedent stimulus (something that happens before the behavior) that is added to the learning environment.

Its purpose is to temporarily assist a learner in performing a target behavior correctly when they are not yet able to do so independently in response to the natural S^D (Discriminative Stimulus the cue that should eventually evoke the behavior).

In essence, prompts provide extra help or cues to ensure the learner makes the correct response. This increases opportunities for reinforcement and minimizes errors, which can be frustrating and counterproductive to the learning process.

Prompts are supplemental stimuli that are “tacked on” to the S^D or occur very close in time to the S^D to guide the response.

However, the ultimate goal of teaching is always independence. Therefore, prompt fading is an equally critical component.

Prompt fading refers to the systematic and gradual removal of prompts as the learner begins to demonstrate the ability to perform the skill correctly with less and less assistance.

If prompts are not faded effectively and systematically, the learner can become prompt dependent. This means they will only perform the skill when the prompt is present, and the natural S^D alone will not control the behavior.

Registered Behavior Technicians (RBTs) use prompts and prompt fading procedures continuously during skill acquisition sessions, as directed by the client’s skill acquisition plan (developed by the supervising BCBA).

The plan will specify what type of prompt to use, when to use it (e.g., immediately, after a delay), and the method for fading it over time.

Why Use Prompts?

Prompts are a vital part of effective teaching for several reasons:

• Facilitate Errorless Learning (or Reduce Errors): Prompts help the learner get the answer right from the beginning, especially when teaching new or difficult skills. This reduces frustration for the learner and prevents the practice of incorrect responses.
• Increase Access to Reinforcement: Correct responses, even if they are prompted, can be (and often are) reinforced. This makes the learning process more positive, motivating, and builds a history of success.
• Increase Efficiency of Learning: Prompts can speed up the acquisition of some skills by guiding the learner to the correct response more quickly, rather than waiting for them to figure it out through trial and error.
• Bridge the Gap: They act as a temporary bridge between the natural S^D (which the learner may not yet respond to correctly) and the learner’s current skill level.

Types of Prompts (Response Prompts vs. Stimulus Prompts)

Prompts can be broadly categorized into two main types. RBTs need to be familiar with these categories and, more importantly, be able to implement the specific type of prompt indicated in the client’s skill acquisition plan.

Response Prompts: These prompts act directly on the response itself – meaning they guide or cue the learner’s actual behavior.

• (a) Verbal Prompts (VP):
  • What it is: A vocalization from another person (e.g., a word, phrase, sound, part of a word, or an instruction) that assists the learner in making the correct response.
  • Examples:
    • Full Verbal Model: S^D: “What is this?” (RBT shows a picture of a cup). RBT immediately says, “Cup.”
    • Partial Verbal/Phonemic Cue: S^D: “What is this?” (RBT shows a cup). RBT says, “Cuh…” (just the first sound).
    • Intraverbal Cue (Fill-in-the-blank): S^D: “Twinkle, twinkle little ____.” RBT might quietly say, “Star” if the learner hesitates. (This functions as a verbal prompt for the target word).
    • Rule/Instruction as a prompt: “Remember to look at the person when you say hi.” (This prompts the looking behavior).
• (b) Gestural Prompts (GP):
  • What it is: A physical movement or gesture made by another person that indicates or cues the correct response.
  • Examples: Pointing towards the correct item, nodding the head, motioning with a hand, or even looking at the correct item can function as a gestural prompt.
    • S^D: “Touch red” (with red and blue cards on the table). RBT points to the red card.
    • S^D: “Wave bye-bye.” RBT makes a small waving motion with their hand.
• (c) Model Prompts (MP):
  • What it is: A demonstration of the desired behavior by another person. The learner is expected to imitate the model.
  • Examples:
    • S^D: “Do this” (RBT claps their hands). The client is expected to imitate by clapping their hands.
    • S^D: “How do you ask for juice politely?” RBT says, “Juice please.” The client is expected to imitate the vocal model.
• (d) Physical Prompts (PP – Full or Partial):
  • What it is: Physically guiding the learner’s body to produce the correct response.
  • Examples:
    • Full Physical (Hand-over-Hand): S^D: “Write your name.” RBT gently guides the client’s hand to form each letter correctly.
    • Partial Physical: S^D: “Put on your coat.” RBT gently nudges the client’s elbow to help them guide their arm into the sleeve. This could also be a light touch to initiate a movement.
  • Note: Physical prompts are generally considered the most intrusive type of response prompt.

Stimulus Prompts: These prompts act directly on the antecedent stimuli (the materials or conditions present before the behavior) to make the S^D more salient (more noticeable or obvious) or the S^D (incorrect choices) less salient. This increases the chance of a correct response. The learner’s response is still considered independent because the stimuli themselves have been changed, not their direct action.

• (a) Positional Prompts:
  • What it is: Placing the target stimulus (the S^D, or correct answer) closer to the client or in a more prominent position than the distractor stimuli (S^Δs).
  • Example: S^D: “Touch red.” The red card is placed slightly closer to the client than the blue and green cards on the table.
• (b) Movement Prompts:
  • What it is: The instructor touches, taps, or otherwise moves the target stimulus (S^D) to make it more salient or draw attention to it.
  • Example: S^D: “Get the ball.” The RBT subtly taps the correct ball from an array of toys.
• (c) Redundancy Prompts (Highlighting/Exaggeration):
  • What it is: One or more dimensions of the target stimulus (S^D) (e.g., its color, size, shape, brightness) are exaggerated or made more intense compared to the distractor stimuli.
  • Example: S^D: “Find the big one.” The target “big” block is made significantly larger and perhaps a brighter color than the “small” distractor blocks. Or, when teaching letters, the target letter (‘B’) might initially be written much larger or in a different color than a distractor letter (‘D’).
• (d) Visual Prompts (as a type of stimulus prompt acting on materials):
  • These are pictures, symbols, or written words added to the environment to cue a behavior. For example, a picture sequence showing the steps for handwashing placed above the sink acts as a visual stimulus prompt for each step. This can sometimes blur the line with response prompts if it’s directly cuing the action, but it primarily acts by modifying the stimuli in the environment.

Prompt Hierarchy (Least-to-Most and Most-to-Least)

Prompts are often conceptualized as existing on a continuum from most intrusive (e.g., full physical prompt, which essentially ensures the correct response) to least intrusive (e.g., a subtle gestural prompt or an independent response to the natural S^D). Two common systematic approaches to using and fading prompts are:

• Most-to-Least (MTL) Prompting (Often used for Errorless Learning):
  • This approach starts with the most intrusive prompt necessary to ensure a correct response from the learner, especially when teaching a new or difficult skill.
    Then, as the learner shows success, the prompts are gradually faded to less intrusive forms. The goal is to minimize errors.
  • Example: Teaching a client to “touch their nose.”
    • Trial 1: S^D (“Touch nose”) + Full Physical prompt (RBT guides client’s hand to their nose).
    • Trial 2 (if successful): S^D + Partial Physical prompt (RBT lightly touches client’s elbow).
    • Trial 3 (if successful): S^D + Model prompt (RBT touches their own nose).
    • Trial 4 (if successful): S^D + Gestural prompt (RBT points towards client’s nose).
    • Trial 5 (if successful): S^D only (Client responds independently).
• Least-to-Most (LTM) Prompting:
  • This approach begins by presenting the natural S^D and giving the learner an opportunity to respond independently.
    If there’s no response or an incorrect response within a specified time (e.g., 3-5 seconds), the RBT provides the least intrusive prompt from a pre-determined hierarchy.
    If that’s still not successful, a slightly more intrusive prompt is provided, and so on, until the learner responds correctly.
  • Example: Teaching a client to “touch their nose.”
    • Trial 1: S^D (“Touch nose”). If no response after 3 seconds…
    • Trial 1a: S^D + Gestural prompt. If no response after 3 seconds…
    • Trial 1b: S^D + Model prompt. If no response after 3 seconds…
    • Trial 1c: S^D + Partial Physical prompt, and so on.
• The client’s skill acquisition plan will specify which prompting hierarchy to use for each target skill.

Prompt Fading Procedures: How to Systematically Reduce Assistance

The ultimate goal of prompting is to help the learner respond independently to the natural S^D. Therefore, fading the prompts is just as crucial as using them.
If prompts are not faded, prompt dependency can occur. Here are common fading procedures:

• Fading Across Prompt Types (Most-to-Least or Least-to-Most): This is inherent in the MTL and LTM hierarchies described above.
  You systematically move from more intrusive to less intrusive prompt types (e.g., from physical -> model -> gestural -> verbal -> independent) or vice-versa if you’re using an LTM approach and increasing assistance.
• Graduated Guidance (Specifically for Fading Physical Prompts): This involves gradually reducing the intensity or location of a physical prompt.
  • Example: When teaching handwriting, you might start with full hand-over-hand guidance. As the learner gains skill, you might fade to a light touch at their wrist, then to a touch at their elbow, then to just shadowing their hand (your hand follows theirs without touching), and finally to no physical contact.
• Time Delay (Constant or Progressive):
  • What it is: This procedure involves inserting a brief delay between the presentation of the natural S^D and the delivery of a prompt (usually a controlling prompt like a model or verbal prompt).
    This delay gives the learner an opportunity to respond independently before the prompt occurs.
  • Constant Time Delay (CTD): A fixed amount of time (e.g., 3 seconds) is always inserted between the S^D and the prompt on every trial after the initial 0-second delay trials.
  • Progressive Time Delay (PTD): The delay between the S^D and the prompt is gradually increased over trials or sessions (e.g., starting with a 0-second delay where the prompt is delivered simultaneously with the S^D, then moving to a 1-second delay, then a 2-second delay, then 3-seconds, and so on).
  • Example (PTD for teaching a client to tact “ball”):
    • Trials 1-3 (0-second delay): S^D: “What is this?” (RBT shows a ball) + RBT immediately says “Ball” (model prompt).
    • Trials 4-6 (2-second delay): S^D: “What is this?” (RBT shows ball) -> RBT waits 2 seconds -> if no independent response from client, RBT then says “Ball.”
    • Trials 7-9 (4-second delay): S^D: “What is this?” (RBT shows ball) -> RBT waits 4 seconds -> if no independent response, RBT then says “Ball.”
  • The idea is that the learner will begin to “anticipate” the prompt and respond correctly during the delay interval to access reinforcement sooner.
• Stimulus Fading (Fading Stimulus Prompts):
  • What it is: Gradually removing or reducing the exaggeration, salience, or alteration of a stimulus prompt until the natural stimulus evokes the correct response.
  • Example (Fading a positional prompt): When teaching receptive identification of a red card, the red card might initially be placed much closer to the client than distractor cards. Over trials, the red card is moved incrementally further away until it’s equidistant with the other cards.
  • Example (Fading a redundancy prompt): When teaching the letter ‘B’, it might initially be written very large and in bright red ink, while a distractor letter ‘D’ is small and written in black ink.
    Gradually, the ‘B’ is made smaller, and its color is made less distinct (e.g., dark red, then pink, then black) until it matches the ‘D’ in all features except its actual shape.
• Prompt Shaping / Modifying the Form of the Prompt (Often for Verbal Prompts):
  • Example (Fading a verbal prompt): You might start with a full verbal model (“Say cookie“). This could be faded to a partial verbal model (“Coo…”), then to just a phonemic cue (the first sound: “/k/…”), and finally to no verbal prompt.

RBT Responsibilities in Using Prompts and Fading

• Follow the Plan: This is paramount. Implement the specific prompt type, hierarchy, and fading procedure outlined in the client’s skill acquisition plan.
• Deliver Prompts Effectively: Ensure the prompt is clear, delivered at the right time, and actually helps the learner make the correct response.
• Timing is Key: Deliver prompts immediately after the S^D (or simultaneously for 0-second delay) but before an error occurs if using errorless learning.
  For LTM or time delay procedures, provide a brief opportunity for an independent response before delivering the prompt.
• Reinforce Prompted Responses (Often Differentially): The skill acquisition plan will specify if and how to reinforce prompted responses.
  Often, independent responses receive more potent or a larger amount of reinforcement than prompted responses. This is a form of differential reinforcement that encourages independence.
• Collect Accurate Data on Prompt Levels: Meticulously record the type and level of prompt used for each trial. This data is crucial for the supervising BCBA to make informed decisions about when and how to fade prompts.
• Be Observant and Communicative: Watch for signs that the learner is ready for a less intrusive prompt or, conversely, if they seem to be becoming prompt dependent. Report these observations to your supervisor.
• Avoid Unintentional Prompts: Be very careful not to accidentally provide subtle cues that you’re not aware of (e.g., looking at the correct answer just before the client responds, slight changes in your voice when presenting an S^D for a target that’s known to be hard for the client).

Real-World Examples of RBTs Using Prompts & Fading

• Teaching Handwashing (Using a Most-to-Least Physical Prompt Fading Strategy):
  • RBT (Chen) & Client (Sam): Chen is teaching Sam the step of “turning on the faucet.”
  • Session 1: Chen uses a full hand-over-hand physical prompt for Sam to turn the faucet on for every trial. Chen’s data sheet for this step might record: “PP” (Full Physical Prompt).
  • Session 2: Sam seems to be initiating the movement a little, so Chen tries a partial physical prompt (a light touch at Sam’s wrist to guide the motion). Sam succeeds. Data: “Partial PP.”
  • Session 3: Chen tries a model prompt (Chen turns on a different faucet while saying, “Your turn, Sam”). Sam imitates correctly. Data: “MP” (Model Prompt).
  • Session 4: Chen just points to the faucet handle (a gestural prompt) after giving the S^D. Sam turns it on. Data: “GP” (Gestural Prompt).
  • Session 5: Chen gives the S^D (“Sam, turn on the water”). Sam does it independently. Data: “I” (Independent).
• Teaching Receptive Identification with Time Delay:
  • RBT (Maria) & Client (Leo): Maria is teaching Leo to “Point to spoon” when presented with an array of three items: spoon, cup, plate.
  • Phase 1 (0-second delay trials): Maria says, “Point to spoon,” and simultaneously points to the spoon herself (this is a gestural prompt). Leo touches the spoon. Maria provides reinforcement (e.g., praise and a small edible).
  • Phase 2 (2-second delay trials): Maria says, “Point to spoon,” then waits 2 seconds. If Leo points to the spoon independently within those 2 seconds, he gets reinforcement. If not, Maria then points to the spoon (provides the gestural prompt), and if Leo then responds, he might get a smaller magnitude of reinforcement or just acknowledgement.
  • Phase 3 (4-second delay trials): Maria says, “Point to spoon,” then waits 4 seconds. The procedure is the same as in Phase 2, but with a longer delay for an independent response.

Key Terms/Vocabulary (Specific to Prompts & Fading)

• Prompt: An antecedent stimulus added to the environment to help elicit a correct response to an S^D.
• Prompt Fading: The systematic and gradual removal of prompts to promote independent responding.
• Prompt Dependence: A situation where a learner will only respond correctly if the prompt (or a specific type of prompt) is present; the natural S^D alone does not control the behavior.
• Response Prompts: Prompts that act directly on the learner’s behavior (Verbal, Gestural, Model, Physical).
• Stimulus Prompts: Prompts that act on the antecedent stimuli themselves to make the S^D more salient (Positional, Movement, Redundancy/Highlighting).
• Most-to-Least Prompting (MTL): A prompting strategy that starts with more intrusive prompts and fades to less intrusive ones.
• Least-to-Most Prompting (LTM): A prompting strategy that starts with an opportunity for an independent response and progresses to more intrusive prompts only if needed.
• Graduated Guidance: A specific procedure for fading physical prompts by reducing the intensity or location of the physical contact.
• Time Delay (Constant or Progressive): A procedure that involves inserting a period of time between the S^D and the delivery of a prompt.
• Stimulus Fading: Gradually removing or reducing the alterations made to antecedent stimuli (stimulus prompts).
• Intrusiveness (of prompts): Refers to the degree to which a prompt “gives away” the answer or physically controls the response. Physical prompts are generally considered the most intrusive; subtle visual or gestural prompts are among the least intrusive.

Common Mistakes/Misunderstandings (Related to Prompts & Fading)

• Using the Same Prompt Level for Too Long: Not fading prompts when the learner shows consistent readiness for a less intrusive prompt, which can lead to prompt dependence.
• Fading Prompts Too Quickly: Removing prompts before the learner is truly ready or has mastered the skill at the current prompt level, which can lead to increased errors, frustration, and slower learning.
• Inconsistent Prompt Delivery: Different RBTs on a team using different types or levels of prompts for the same skill, or the same RBT being inconsistent.
  (A well-written skill acquisition plan should prevent this by clearly specifying the prompt and fading procedure).
• Accidental/Unplanned Prompts: The RBT unintentionally providing subtle cues (e.g., looking at the correct item, mouthing the answer, making slight changes in their voice or posture) without realizing they are prompting.
• Prompting After an Error (instead of proactively or as part of a planned error correction procedure): If the goal is errorless learning, the prompt should typically precede or co-occur with the response opportunity.
  If an LTM procedure is used, a prompt follows an error, but this is a planned sequence.
• Forgetting to Differentially Reinforce Independent vs. Prompted Responses: Giving the same quality or quantity of reinforcement for a heavily prompted response as for an independent response. This doesn’t effectively incentivize independence.
• Confusing a Prompt with the S^D: The S^D is the natural cue that should eventually control the behavior (e.g., the question “What color?”). The prompt is the extra help given to ensure a correct response to that S^D (e.g., the RBT pointing to the red card after asking “What color?”).
• Not Collecting Accurate Data on Prompt Levels: If data isn’t meticulously taken on the specific prompt levels used, the supervising BCBA cannot make informed, data-based decisions about when and how to fade prompts.
• “Nagging” or Repeatedly Stating the S^D Instead of Prompting: If a client doesn’t respond to an S^D, repeatedly saying the S^D louder or more often is usually not an effective prompting strategy and can become aversive or lead to the learner “tuning out” the S^D. The skill acquisition plan will specify what type of prompt to use.

The skillful use of prompts and, critically, their systematic fading, are absolutely essential for efficient and effective teaching in ABA.
RBTs must become adept at delivering the precise level of assistance needed at any given moment and then artfully withdrawing that help to foster true independence in their learners.

Understanding these procedures is vital for success on the RBT exam and in daily practice.

This provides a very comprehensive overview of C-08, covering the definition of prompts, the various types of prompts (response and stimulus), prompt hierarchies, numerous fading procedures, and common RBT errors.

Next in Section C of the RBT Task List is C-09: Implement Generalization and Maintenance Procedures. This is all about ensuring that the skills learners acquire last over time and are used in relevant situations outside of the teaching setting.