How do you Implement prompt and prompt fading procedures? [RBT]

Prompting and prompt fading are techniques used in Applied Behavior Analysis (ABA) to help individuals learn new skills and behaviors. Prompting involves providing cues or instructions to guide a person's behavior, while prompt fading gradually reduces the amount of support given over time until the person can perform the behavior independently. Here are the steps for implementing these procedures:

1. Determine the skill or behavior you want to teach. Identify the steps involved and the level of assistance the individual will need to complete each step.

2. Choose a prompting strategy that matches the individual's needs. There are several types of prompts, including physical prompts, verbal prompts, visual prompts, and gestural prompts. Choose the type of prompt that is most appropriate for the skill and the individual's learning style.

3. Start with a high level of prompting and gradually fade the prompts. Begin with the most intrusive prompts, such as physical prompts, and gradually switch to less intrusive prompts, such as verbal prompts or visual prompts. The goal is to provide just enough support to help the individual succeed, but not so much support that they become dependent on it.

4. Use positive reinforcement to encourage progress. Provide praise or rewards for each step the individual completes successfully, even if they require prompting.

5. Monitor progress and adjust the prompting strategy as needed. If the individual is not making progress, you may need to adjust the level or type of prompts to better meet their needs.

6. Continue to fade the prompts until the individual can perform the behavior independently. Once the individual can perform the behavior without prompts, continue to reinforce their success and gradually fade the reinforcement until they no longer require it.

Three examples of prompt fading procedures:

1. Least-to-Most Prompting: In this prompt fading procedure, the therapist starts by giving the individual the least intrusive prompt that they think will be successful. If the individual does not respond correctly, the therapist moves to the next level of prompt until the correct response is achieved. Then, the therapist starts to fade the prompts by reducing the level of prompting until the individual can perform the task independently.
   
   For example, if the skill being taught is sorting shapes, the therapist may start by pointing to the correct shape and asking the individual to sort it. If the individual is unable to sort it correctly, the therapist may then model the correct behavior by sorting one shape themselves. If the individual still cannot sort the shapes correctly, the therapist may then physically assist the individual by guiding their hand. The therapist would then gradually reduce the level of prompts until the individual can sort the shapes independently.
   

2. Time Delay Prompting: In this prompt fading procedure, the therapist provides a prompt after a certain amount of time has passed. The time delay gradually increases until the individual can perform the task independently.
   
   For example, if the skill being taught is answering a question, the therapist may start by asking the individual a question and immediately providing the correct answer if the individual does not respond. Then, the therapist gradually increases the time delay before providing the prompt. Eventually, the individual will be able to answer the question independently without any prompts.
   

3. Graduated Guidance: In this prompt fading procedure, the therapist gradually reduces the amount of physical guidance given to the individual. The therapist initially provides full physical guidance but gradually reduces the amount of guidance given until the individual can perform the task independently.
   
   For example, if the skill being taught is brushing teeth, the therapist may initially physically guide the individual's hand to brush their teeth. Then, the therapist gradually reduces the amount of physical guidance until the individual can brush their teeth independently. This can be done by gradually reducing the pressure of the therapist's hand on the individual's hand, or by gradually moving the therapist's hand farther away from the individual's hand.

Overall, prompting and prompt fading can be effective techniques for teaching new skills and behaviors, but they require careful planning, monitoring, and adjustment to ensure success.