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Prompting Hierarchies

Prompting hierarchies provide a systematic method for teachers and assistants to help students learn new skills. There are two types: most-to-least prompting uses high physical support initially and fades to lower prompts as the skill is mastered, while least-to-most prompting begins with no assistance and increases support as needed. Prompts include full physical assistance, modeling, gestures, and verbal cues, with the goal being independent skill use without prompts.

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207 views1 page

Prompting Hierarchies

Prompting hierarchies provide a systematic method for teachers and assistants to help students learn new skills. There are two types: most-to-least prompting uses high physical support initially and fades to lower prompts as the skill is mastered, while least-to-most prompting begins with no assistance and increases support as needed. Prompts include full physical assistance, modeling, gestures, and verbal cues, with the goal being independent skill use without prompts.

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Instructional Strategies: Prompting Hierarchies

Prompting Hierarchies Levels of Prompts

An essential tool for teachers and teaching Full Physical Assistance (FPA): Hand-over-
assistants to use are prompting hierarchies. hand assistance to complete the task (respond
Prompting hierarchies provide a systematic correctly). This level of prompt is usually used
method of assisting students to learn and use to teach a motor response; for example, when
new skills, as well as, a framework for teachers teaching how to purposely use a new toy or
and TAs to communicate about a student’s object; how to complete a task and put in a
learning and level of independence. finished box, etc…

There are two types of prompting hierarchies: Partial Physical Assistance (PPA): This is a less
“most-to-least” and “least-to-most.” intrusive physical prompt. Partial physical
assistance may involve touching the student’s
“Most-To-Least” Prompting hand to initiate the response and providing
This is simply using a very high level of support minimal physical guidance to get the desired
(prompting) when teaching a new skill, and then response.
systematically fading down to lower level
prompts as the student masters the skill. Thus, Modeling (M): Showing the student what you
the prompting sequence is: want him/her to do without physically touching.
 Full Physical Assistance This type of prompt requires that the student
 Partial Physical have good imitation skills, typically not true of
 Modeling students with autism.
 Gesture
 Verbal Gesturing (G): Pointing, facial expression,
 Independent mouthing words silently or indicating the
physical movement you want the student to do.
“Least-To-Most” Prompting
This is just the opposite of “most-to-least” Verbal Prompt (V): There are two types of
prompting. verbal prompts: 1-is a direct statement of what
 Independent to do or say. For example, “come here.” “put it
 Verbal in the trash.” Use of this level of prompt
 Gesturing requires that the student understand the
 Modeling direction. 2-is an indirect statement that tells
 Partial Physical the student something about what is expected,
 Full Physical Assistance but no exactly. For example, “What next?”
“Where does it go?”
“Least-to-Most” prompting is used after the
student learns the skill and is working towards Independent (I): The student is able to
mastery and independent use. Following is a perform the task on his/her own, with no
description of each of these prompt. prompts or assistance. THIS IS THE GOAL!

M. Owens, Diagnostic Center Southern California RER: 12/05

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