G7 Select and evaluate stimulus and response prompting procedures

G.7 Select and evaluate stimulus and response prompting procedures (e.g. errorless, most-to-least, least-to-most)

Selecting and evaluating stimulus and response prompting procedures involves choosing and implementing strategies to assist individuals in learning new behaviors or skills. These prompting procedures ensure errors are minimized (errorless learning) or corrected based on the individual’s performance level. Common prompting procedures include errorless prompting, most-to-least prompting, and least-to-most prompting. Evaluation ensures the effectiveness of the chosen prompting strategy in teaching the desired behavior or skill.

Prompting Procedures:

Errorless Prompting: The individual is immediately provided with the correct response to prevent errors during the learning process.
Most-to-Least Prompting: Start with the highest level of assistance and gradually reduce the prompt as the individual becomes more independent.
Least-to-Most Prompting: Start with minimal assistance and increase the level of prompting only when the individual needs it. help.

Example:

A BCBA is teaching a child to identify shapes. The BCBA selects and implements the following prompting strategies:

Errorless Prompting: The BCBA presents a triangle and immediately points to it while saying, “This is a triangle.” The child receives reinforcement after identifying the triangle correctly, with no chance for errors. The BCBA evaluates how quickly the child can identify the shape independently over time as prompts are gradually faded.
Most-to-Least Prompting: The BCBA begins teaching by physically guiding the child’s hand to point at the triangle (most intrusive prompt). Over time, the BCBA reduces the level of assistance to just verbal prompts (e.g., “Point to the triangle”), and then no prompts as the child learns. The BCBA evaluates how well the child responds as prompts are faded.
Least-to-Most Prompting: The BCBA asks the child, “Point to the triangle,” providing no initial assistance. If the child does not respond or makes an error, the BCBA provides a verbal prompt and, if necessary, increases to a physical prompt. The BCBA evaluates whether the child requires less prompting over time as they learn the correct response.

G. Behavior-Change Procedures

G.1. Design and evaluate positive and negative reinforcement procedures.

G.2. Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction.

G.3. Design and evaluate time-based reinforcement (e.g., fixedtime) schedules.

G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token economies).

G.5. Incorporate motivating operations and discriminative stimuli into behavior-change procedures.

G.6. Design and evaluate procedures to produce simple and conditional discriminations.

G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most).

G.8. Design and implement procedures to fade stimulus and response prompts (e.g., prompt delay, stimulus fading).

G.9. Design and evaluate modeling procedures.

G.10. Design and evaluate instructions and rules.

G.11. Shape dimensions of behavior.

G.12. Select and implement chaining procedures.

G.13. Design and evaluate trial-based and freeoperant procedures.

G.14. Design and evaluate group contingencies.

G.15. Design and evaluate procedures to promote stimulus and response generalization.

G.16. Design and evaluate procedures to maintain desired behavior change following intervention (e.g., schedule thinning, transferring to naturally occurring reinforcers).

G.17. Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection).

G.18. Evaluate emotional and elicited effects of behavior change procedures.

G.19. Design and evaluate procedures to promote emergent relations and generative performance.