Prompting a child is often a necessary and effective tool to help them learn a new skill, but did you know there is a hierarchy of prompting?
What is a prompt?
A prompt is a teaching tool that is added to support the likelihood of a child being successful. When used effectively, prompts can be a very beneficial tool.
We use prompts in our daily life without taking notice. For example, when waiting to cross the street we follow the visual prompt on a countdown timer to wait to cross. Prompting can be used most effectively when it is based on a least intrusive, to most intrusive scale. In the cross walk example, it is clear that only a visual cue is needed to help you know when to cross the street, since you have already mastered the skill. If the cross walk instead had someone model how to walk across the street or take your hand and walk with you across the street, it would limit your independence for a skill that you have already mastered. Children can also become prompt dependent if prompting doesn't move from least to most intrusive.
Visual Prompt
Visual prompting is considered the least intrusive form of prompting, and it is therefore also the easiest to fade out. Visual schedules are a great example of visual prompting that allow the child to remain mostly independent while completing a task. An example would be a visual schedule that illustrates the steps of brushing your teeth.
Gestural Prompt
Gestural prompting can be helpful when a child may need an additional cue to complete a task. A gestural prompt could be a point, holding up an item, or nodding. If a child is following the visual schedule to brush their teeth, they might get stuck and need you to point to the faucet to remind them to turn off the water. Gestural prompts are also fairly easy to fade, and help children with ASD learn to pick up on naturally occurring cues that are often in the environment.
Verbal Prompting
Verbal prompting allows you to gain the child's attention if they are able to respond to their name or the sound of your voice. An example would be "pick up toothbrush" or "open toothpaste". It is important to keep prompts short and concise to help the child be successful.
Model
Modeling is a great way to demonstrate how to complete a task, without needing to physically prompt. An example would be modeling how to open the tube of toothpaste, then having the child to try.
Partial Physical Prompt
Partial physical prompting is the least intrusive of the 2 types of physical prompting, and therefore should be utilized as a first attempt. For example, if you have asked the child to pick up their toothbrush with a verbal prompt and they have not responded, you could gently tap the back of their elbow forward to begin the reaching motion towards their toothbrush.
Full Physical Prompt
Full physical prompting is the most intrusive form of prompting because you are physically manipulating the individual, which means they have the least independence. A full physical prompt would be a hand-over-hand support for the child. For example, the therapist would hold the child's hand while they hold the toothbrush and together they would practice the motion of brushing the child's teeth.
If the child is in an emergency situation where they could be injured if they do not follow your prompt, a full physical prompt is also the appropriate choice. For example, if your child has eloped into a busy intersection, their safety becomes the priority, rather than their independence.
Prompt Dependence
Prompt dependence can occur when a child becomes too dependent on your prompt, and they wait for your cue to complete a task. For example, if you always say "open lunch" to cue your child to open their lunchbox, they may not open their lunch if you do not cue them, even though they know how to. Prompt dependence is less likely if the prompting hierarchy is followed. Always begin with the least intrusive prompt, and stop at the level that allows the child to be successful. Comment down below if you have any questions about prompting!
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