Answer: A critical component of any instruction is the application of prompting procedures. A prompt is a cue or instruction that is given before or during the person’s action or response. A prompt increases the likelihood that the person will emit a correct response and reduces the possibility of errors being made.

Establish learner attention, deliver stimulus, and provide the cue Use an attention getting strategy, deliver the target stimulus, and present the cue or task direction. Conduct instructional sessions Immediately provide the controlling prompt to the learner and respond to the learner’s attempt.

Which of the following is a guideline for using prompting and transfer of stimulus control correctly? In the prompt delay procedure, you provide the prompt, wait 4 seconds and then present the SD. Fading involves the abrupt removal of a prompt after the learner starts to make the correct response.

Prompting is when a parent or therapist engages in encouraging the desired response from a learner. An example is a parent teaching a child to spell the word “ball” by saying, “Spell Ball,” then prompting the child for the correct response, “B-A-L-L.”

The definition of a prompt is a cue given to someone to help him remember what to say, or is something that causes another event or action to occur. An example of prompt is when you whisper a line to an actor who forgot what to say next. An example of prompt is an event that starts an argument.

Prompting is a means to induce an individual with added stimuli (prompts) to perform a desired behavior. Successful performance of a desired behavior elicits positive reinforcement, therefore reinforcing learning. A prompt is like a cue or support to encourage a desired behavior that otherwise does not occur.

For example, you may tell your child, “Brush your teeth” while pointing to the toothbrush. You may also start brushing your own teeth as an example of what you want your child to do. Giving the instruction, “Brush your teeth,” pointing to the toothbrush and modeling “brushing teeth” are all examples of prompts.

Answer: Typically, a least to most prompting procedure uses three different prompts sequenced together to teach the student a new skill.

There are three main components in a prompting procedure:

• the antecedent ,
• the behavior ( target behavior or target skill), and.
• the consequence .

A gestural prompt includes pointing and other hand motions that guide students in the right direction. Holding up two fingers to quiet the class is a gestural prompt. Nodding when a student is about to give the right answer, and even gazing in a direction that leads the student to an answer are also gestural prompts.

The difference between a cue and a prompt may be confusing and is really related to the degree to which the student is assisted. A cue is just a hint and does not lead the student to a direct answer. A prompt is much more invasive as it takes the student step-by-step through the task leading to a direct answer.

Tactile

Answer: A natural cue represents some feature of the classroom setting or part of an activity that signals the student what to do. Typically, a natural cue is one that the student can see, hear, touch/feel, or smell and has not been changed or added to by the teacher.

For example, sensory cues include visual cues, auditory cues, haptic cues, olfactory cues and environmental cues. Sensory cues are a fundamental part of theories of perception, especially theories of appearance (how things look).

An outgoing sign produced by the vibration of physical objects (e.g., drum heads, reeds, and strings) or body parts (e.g., the hands in clapping, and the larynx in speaking). Usage I: Like touch cues, auditory cues are psychologically “real” (i.e., tangible) to human beings.

Filters. The definition of cueing is giving a reminder or hint of something. An example of cueing is a teacher whispering lines to her students from behind the stage curtain.

Cueing/Prompting. Definition of Cueing and Prompting: Verbal, written, or visual reminders that guide or give direction to students to respond correctly. Example: Ms. Williams provides appropriate cues and prompts during acquisition and application of new skills and strategies. Later, students will use their Solve It!

Physical. Gesture. Give the student information or a question (not task related) to help him or her begin to organize the task. Example: “What do you think you need to do next?” Give the student a hint or short verbal redirection that relates to the task.

Cueing (general assistance) is an action intended to encourage a student to initiate or continue a task that he or she had previously executed. A cue is a hint or a nudge in the right direction that does not provide a direct answer.

A cueing hierarchy puts cues in order from least helpful to most helpful, mixing the various types together.

The least-to-most prompting procedure requires a minimum of three prompt levels (independent, intermediate, and controlling prompt).

Examples of visual/picture/written cues include written directions, arrows, color coding, or utilization of manipulatives. Examples of visual/picture/written Prompts include step-by-step instructions/directions to competing a task.

A verbal cue is a prompt that is conveyed in spoken language from one person to another or a group of people. For example, if you were listening to a lecture, the instructor might say something like, ‘Does anyone know why this happened?’