Prompt and Prompt-Fading Procedures

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https://link.springer.com/chapter/10.1007/978-3-031-19964-6_9

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https://doi.org/10.1007/978-3-031-19964-6_9
 http://hdl.handle.net/11603/28148

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UMBC Psychology Department
UMBC Faculty Collection

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https://orcid.org/0000-0001-6638-5212

Date

2023-04-30

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journal articles
postprints
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Citation of Original Publication

Schnell, L.K., Cengher, M., Kisamore, A.N. (2023). Prompt and Prompt-Fading Procedures. In: Matson, J.L. (eds) Handbook of Applied Behavior Analysis. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-031-19964-6_9

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This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/978-3-031-19964-6_9
Access to this item will begin on 04/30/2024.

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Abstract

Prompts are supplemental stimuli that evoke correct responding and are critical in teaching individuals three-term contingencies. To facilitate the development of three-term contingencies, the instructor needs to program transfer of stimulus control from the prompts to the natural discriminative stimuli. Different prompt-fading procedures are used to achieve this goal. In this chapter, we will describe prompts and prompt-fading procedures and will review the empirical research behind their effectiveness, efficiency, and learner preference. We will review variables that instructors need to consider when selecting prompts and prompt-fading procedures, as well as instructions on how to develop individualized assessments of such variables for learners.