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

Designing and implementing procedures to fade stimulus and response prompts involves gradually reducing the prompts used to guide an individual toward the correct response. This helps the individual perform the desired behavior independently over time. Two common strategies are prompt delay (delaying the prompt to encourage independent responding) and stimulus fading (gradually removing or altering a stimulus to promote the desired response).

• Prompt Delay: Introduce a time delay between the presentation of a stimulus and the delivery of the prompt, allowing the individual to respond independently before assisting.
• Stimulus Fading: Gradually reduce the prompt’s intensity, size, or presence over time until the individual can respond correctly with no prompt.

Example:

A BCBA is teaching a child to identify the letter “A” on a worksheet:

• Prompt Delay: The BCBA initially points to the letter “A” right after presenting the instruction, “Show me A.” As the child improves, the BCBA introduces a prompt delay by waiting a few seconds before providing the point promptly, giving the child a chance to respond independently. Over time, the delay is increased, and the child learns to select “A” without needing the prompt.
  
• Stimulus Fading: The BCBA uses a stimulus fading procedure by highlighting the letter “A” with a bright color to make it stand out as the correct response. As the child identifies the letter independently, the BCBA gradually fades the highlight, reducing its brightness and eventually removing it completely. The child learns to identify the letter “A” without needing the visual prompt.
  

Prompt Fading Techniques

A BCBA uses stimulus and response prompts in conjunction with fading procedures to facilitate acquiring new skills or behaviors. The following is a detailed procedure that a BCBA may use to implement prompts and fading techniques, along with examples.

• Identify the Target Skill or Behavior: Determine the specific skill or behavior that the individual needs to acquire or improve.
  • Example: Teaching a child with autism to brush their teeth independently.
• Choose the Prompting Strategy: Select an appropriate prompting strategy based on the individual’s current skill level and the complexity of the task. There are several types of prompts, including stimulus prompts and response prompts.
  • Stimulus Prompts: These prompts involve providing additional cues or assistance in the form of changes to the antecedent stimuli to evoke the correct response.
    
    • Example: Placing a picture of a toothbrush near the sink to prompt the child to pick up the toothbrush.
      
  • Response Prompts: These prompts provide additional cues or assistance that directly guide the individual’s response.
    
    • Example: Physically guiding the child’s hand to hold the toothbrush and move it in a brushing motion
      
• Implement the Prompting Procedure: Begin with a prompting procedure that provides the most support necessary for the individual to perform the target skill or behavior successfully. The specific prompting procedure used depends on the fading technique chosen.
  
  • Errorless Prompting: This procedure aims to prevent errors by using prompts that guarantee a correct response
    
    • Example: Instructing the child to brush their teeth while physically guiding their hand in the correct motion, ensuring they perform the task correctly from the start.
      
  • Most-to-Least Prompting: This procedure starts with a high level of support and gradually reduces the level of prompting over successive trials.
    
    • Example: Initially, provide full physical guidance to brush the teeth, gradually reducing the physical assistance to hand-over-hand guidance, partial physical guidance, verbal prompts, and finally, fade to no prompts.
      
  • Least-to-Most Prompting: This procedure starts with minimal support and gradually increases the level of prompting if the individual does not respond correctly.
    
    • Example: Presenting a visual prompt, such as a picture of a toothbrush, and if the child does not respond, providing a verbal prompt, then partial physical guidance, until the correct response is achieved.
  • Prompt Delay: This procedure involves presenting a brief delay between the instruction or the antecedent stimulus and the prompt.
    • Example: Presenting the instruction “Brush your teeth” and waiting for a few seconds before providing a prompt, allowing the child an opportunity to respond independently.
  • Stimulus Fading: This procedure gradually fades out the presence or salience of the prompts over time.
    • Example: Initially, use a picture of a toothbrush as a prompt, then gradually reduce the size or fade the picture until the child can independently respond to the verbal instruction without the visual prompt.
      
• Gradually Fade the Prompts: As the individual demonstrates increased independence and accuracy in performing the target skill or behavior, gradually reduce the level of prompting to promote independent responding. Fading involves systematically decreasing the intensity, frequency, or intrusiveness of prompts.
  • • Example: Progressively reduce the physical guidance provided, move from hand-over-hand guidance to light touch, and eventually fade out physical prompts altogether.
      
  • Provide Reinforcement: Throughout the prompting and fading process, reinforce correct responses consistently and provide positive feedback to motivate the individual and reinforce their progress.
    
    • Example: Praising the child for brushing their teeth correctly or providing a small reward, such as a sticker or a preferred activity, after successful completion of the task.