A quick powerpoint to teaching independance to those with autism through monitoring of prompting levels.

1. Teaching Independence
Prompting to aid in the acquisition of skills

2. What is Prompting?

3. 3
Prompting
Cues that are provided before or during the
performance of a behaviour. They help ensure that a
desired behaviour is performed- allowing for
opportunity to provide reinforcement.

4. 4
Prompt Hierarchy
Allow the student to attempt the task before intervening. Start with the least intrusive
prompt and move through the list until the desired behaviour is achieved.

5. Why Least to Most?
Least intrusive
Self-fading
Avoids “prompt dependency”
Student can get stuck at a prompt level and become
unable to perform a task without a specific prompt

6. Physical Prompts
*Most intrusive level of prompting
Full Physical Prompt
e.g. Hand over hand during hand washing routine
Partial Physical Prompt
e.g. Hand on shoulder

7. Modelling

8. Visual

9. Verbal (Direct and Indirect)
* Most difficult prompt to fade
Direct Verbal
e.g. “Open the door”
Indirect Verbal
e.g. “What are you forgetting”

10. Gesture/Positional
Pointing
Shrugging
Moving items in closer proximity
Putting hand out front to get student to stop

11. Helpful Hints…
Allow for extended time before increasing prompt
levels
Consider tracking prompt levels to demonstrate
independence rates to correspond with IEP goals
Pair prompts during fading process
Remember to provide multiple forms of
reinforcement on achieved targets

12. Let’s Practice!
Getting ready to go home
Having student go to office
Saying hello
Crossing the street
Wiping the table
Washing hands

13. Questions?