Prompting|Prompt Fading|Errorless Learning|Applied Behavior Analysis

Kate Rice Harrison, a BCBA at Brett DiNovi & Associates, discusses the role of prompts in behavior analytic programming. Kate describes different types of prompts and fading amongst other areas. As Kate describes in the beginning of the video, prompts are covered in section D1-D5 of the current task list. For additional information on this topic, please check out articles and resources used in this video below.
Brett DiNovi is a Board Certified Behavior Analyst & the founder & CEO of the largest award-winning behavioral consultation/OBM group of its kind on the East Coast of the United States which deploys over 500 consultants in 200 school districts/agencies throughout NJ, NY, PA, NY, DE, ME, CA, & worldwide through the use of remote video consultation.
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1. Cengher, M., Shamoun, K., Moss, P., Roll, D., Feliciano, G., & Fienup, D. M. (2015). A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders. Behavior Analysis in Practice, 9(2), 115-125.
2. Cividini-Motta, C., & Ahearn, W. H. (2013). Effects of two variations of differential reinforcement on prompt dependency. Journal of Applied Behavior Analysis, 46(3), 640-650.
3. Cooper, John O. Heron, Timothy E. Heward, William L. (2018). Applied Behavior Analysis. Place of publication not identified: Pearson.
4. Fillingham, J. K., Sage, K., & †, M. A. (2006). The treatment of anomia using errorless learning. Neuropsychological Rehabilitation, 16(2), 129-154.
5. Mueller, M. M., Palkovic, C. M., & Maynard, C. S. (2007). Errorless learning: Review and practical application for teaching children with pervasive developmental disorders. Psychology in the Schools,44(7), 691-700.
6. Terrace, H. S. (1963). Errorless transfer of a discrimination across two continua1. Journal of the Experimental Analysis of Behavior, 6(2), 223-232. doi:10.1901/jeab.1963.6-223
7. Where Research Meets the Classroom. Retrieved from www.autismclas...

[@alicialecourieux6154]

I agree , It is so important to appropriately execute prompt fading with our learners so as to avoid prompt dependencies. I often see this with learners acquiring verbal behavior. For example, one of the most common ones I see is when a learner engages in inappropriate behavior instead of manding, someone might say “how do you ask?” the learner then asks appropriately and is reinforced. Time and time again this occurs. Ultimately, In this situation the manding behavior is not under stimulus control of the prompt “how do you ask?” In other words this manding behavior will not occur unless someone says “how do you ask?” first. Using a proper prompting and fading procedure would allow the opportunity to teach the manding behavior and then systematically fade the prompts to allow transfer of stimulus control to the naturally occurring stimulus.

[@TheBdinovi1]

Kate this was great thanks!

[@lindsaycatherine13]

Thank you Emily Moore! Helpful content.

[@itsrealshadyg2082]

Can you break down stimulus and response prompt deeper?

[@jasminel.martinez5864]

I'm surprised that there is little research on prompt dependence. I find that this is something I hear a lot when working in the field. I wonder why that is the case?

[@IcanSeeMyselfOutThanks]

2 years too late for the party, but I was listening to a podcast where the speaker was talking about how prompt dependency and prompt fading were not a real thing.

[@flabberGiSTed]

@@IcanSeeMyselfOutThanksdo you mind sharing what podcast?

[@hackingappliedbehavioranal2712]

We too would love to check out the podcast as well if you don't mind sharing

[@IcanSeeMyselfOutThanks]

One of the many Behavioral Observations podcasts. I'll look them up

[@madisonshoemaker4938]

I need this

[@violavicki]

Is there a difference between graduated guidance and physical prompting?