Most-to-least vs least-to-most prompting
A prompt is extra help that makes the correct response more likely. Prompts are ordered by how much help they give, from most intrusive to least. The two common ways to use that order differ only in where you start.
| Prompt (most to least intrusive) | Example, target: washing hands |
|---|---|
| Full physical | Hand-over-hand guidance through turning on the tap. |
| Partial physical | A light touch at the elbow toward the tap. |
| Modeling | You turn on the tap yourself while the learner watches. |
| Gestural | Pointing at the tap. |
| Verbal | Saying "turn on the water". |
| Independent | No prompt: the learner turns on the tap after the instruction alone. |
Visual and positional prompts (a picture card, placing the soap closer) are also used; where they sit in the order can vary by program.
Two ways to use the hierarchy
- Most-to-least: start with the most help and fade it step by step as the learner succeeds. Fewer errors, so it suits new skills and errorless teaching.
- Least-to-most: start with no prompt and add help only when the learner does not respond correctly. It gives the learner a chance to respond on their own first.
- Either way, the goal is fading: removing prompts so the learner does not become prompt dependent.
- Record the level of prompt used on each trial, as the plan says. Your supervisor chooses the procedure.
Try the free 20-question practice test, or read about schedules of reinforcement and the four functions of behavior.
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