touch the answer (physical guidance). Most-to-least Teaching begins with Teacher will usually set a specific Motor Skills (e.g., The teacher asks the student a intrusive one response prompt number of days or trials to use the imitation) Note: question and uses hand-over-hand prompts that is highly effective, more intrusive prompt and then Limited use with guidance to teach the student to but may be intrusive switch to a less intrusive prompt. academic press the button of the AAC (e.g., physical guidance). instruction, typically (physical prompt) to respond to the Then a less intrusive used when task question. After 10 days, the teacher prompt is used (e.g., analyses involve points to the button (gestural verbal direction). functional skills. prompt). Graduated Physical prompting is The teacher decrease the amount Motor Skills (e.g., The teacher uses hand over hand guidance always used, but only of physical guidance used as the handwriting, cutting guidance to teach correct letter with as much response improves. with scissors). formation to write the letter M. As student’s guidance/physical, the writing improves, the student’s pressure is needed. teacher uses less and less physical pressure until the student writes the letter M independently. Stimulus Stimulus prompts are Coding: extra cues are diminished Responses requiring The teacher tells a student to count fading or used. Coding: use extra in size or brightness over time. discrimination (e.g., to 5 as she holds up an index card shaping colors, pictures, or other Easy-to-hard sequence: discriminating with 5 as a reminder to stop at 5. features coded with distractions become increasingly between counting to Over time, the index card is cut correct response. similar to the target stimulus. 5 and counting to 7). smaller and smaller until is it not sequence: longer used (stimulus fading). arrange materials in sequence. Browder, D. (2001). New York: Guilford Press. Reprinted with permission of Curriculum and assessment for students with moderate and severe disabilities. The Guildford Press.
touch the answer (physical guidance). Most-to-least intrusive prompts Teaching begins with one response prompt that is highly effective, but may be intrusive (e.g., physical guidance). Then a less intrusive prompt is used (e.g., verbal direction). Teacher will usually set a specific number of days or trials to use the more intrusive prompt and then switch to a less intrusive prompt. Motor Skills (e.g., imitation) Note: Limited use with academic instruction, typically used when task analyses involve functional skills. The teacher asks the student a question and uses hand-over-hand guidance to teach the student to press the button of the AAC (physical prompt) to respond to the question. After 10 days, the teacher points to the button (gestural prompt). Graduated guidance Physical prompting is always used, but only with as much guidance/physical, pressure is needed. The teacher decrease the amount of physical guidance used as the student’s response improves. Motor Skills (e.g., handwriting, cutting with scissors). The teacher uses hand over hand guidance to teach correct letter formation to write the letter M. As the student’s writing improves, the teacher uses less and less physical pressure until the student writes the letter M independently. Stimulus fading or shaping Stimulus prompts are used. Coding: use extra colors, pictures, or other features coded with correct response. sequence: arrange materials in sequence. Coding: extra cues are diminished in size or brightness over time. Easy-to-hard sequence: distractions become increasingly similar to the target stimulus. Responses requiring discrimination (e.g., discriminating between counting to 5 and counting to 7). The teacher tells a student to count to 5 as she holds up an index card with 5 as a reminder to stop at 5. Over time, the index card is cut smaller and smaller until is it not longer used (stimulus fading). Browder, D. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: Guilford Press. Reprinted with permission of The Guildford Press.