So guys, we're going to talk about prompting right now and prompting are basically clues
that would help the students be able to answer what's being asked of them. We want to make
sure we're always teaching and that means that the student is able to perform the task
with the help of an instructor, or a teacher. So we're going to get started with a hand
over hand prompt and essentially a hand over hand prompt means that yo're doing the full
action for the student. So if we're going to ask Priya to put the circle in, I'm going
to do that right now. "Put circle in .". So I'm going to take her hand and I'm going to
place it into the circle. Hand over hand prompts are mostly used for students who are just
learning the skill and they're very new to the skill. So we want to make sure that we're
helping them every step of the way. Now we're going to talk about partial prompts and partial
prompts is a bit different from hand over hand. We're going to let go of the student's
hand at the very last second so that they can see where the shape goes. "So Priya, let's
put circle in.". I'm going to hold her hand and while she's going to the circle, I'm going
to let go and she's going to put it in by herself. But basically I got her to the circle
and then she did the rest of the work. Now we're talking about a different type of partial
prompt. This where we're going to help Priya in a different way and I'm going to hold her
arm in a different location. "So Priya, we're going to put circle in.". I'm going to hold
her elbow and we're going to do the same thing. When we get to the circle, I'm going to let
go and then she's going to do the rest of the work. Another variation to that is now
we're going to do a triangle and instead of holding the elbow, I'm going to hold the shoulder.
This for people who are a bit more confident with the skill and they can be very successful
at it. We want to make sure again that we're teaching. So I can help Priya by just holding
up here, we're going to go slightly up and again she's doing most of the work. There
we go. The next prompt that we're going to do is the gestural prompt and in this prompt,
we are not going to make physical contact with Priya whatsoever. So all I'm going to
do is ask Priya to put the triangle in. "Priya put triangle in.", and all I'm doing is pointing
to the shape of where it should be going. And that's about it for gestural prompts.
The next prompt we're going to talk about is positional prompts and with positional
prompt, again, we're not going to physically interact with the child. We're going to make
sure that the stimuli is going to be positioned in a certain way. So for this, if Priya is
identifying the triangle, we're going to put the triangle closer to Priya. So we're going
to say, "Priya, show me the triangle.", and right here we have the circle very far away
and the triangle very close to her. So again, we're going to ask, "Priya show us the triangle.",
and because it's so close to her, she's going to be more inclined to go for the shape that's
closer to her. So the next prompt that we're going to do is a visual prompt and with this,
you can see a picture of a triangle and I'm going to ask Priya to give us the triangle,
but making sure that I show her the picture just before I do that. So it's a visual reference
before she can pick up the triangle. "So Priya, show us the triangle.", ....and she would
chose the triangle. The reason why we're pairing the visual with what I'm saying is because
sometimes kids with autism have a hard time understanding what we're saying, but if we
provide the visual as well, it makes the statement a bit clear. The next type of prompt we're
going to talk about is the verbal prompt and sometimes in ABA, it's called an intro-verbal.
Intro-verbal means that we would start with the first sound of the word and then Priya
would finish it. But for now, we're going to assume that Priya doesn't know what a triangle
is. So I'm going to give her the full verbal prompt. "So Priya, what is this called?, Triangle.",
"Triangle.", What is this called?, Tr..Tri..", "Triangle.", "Perfect.". The second part of
our verbal prompt is that I'm going to say the first part of the word and we're hoping
after much exposure to the word triangle, that Priya would understand once I say, "Tri...",
she would say, "angle.". "So Priya what is this called? Tri...", "Triangle". "Priya what
is this called Tri..", "Triangle.", "Perfect.". The next topic we're going to talk about is
prompt fading and usually what that means is that we're going to make sure that we don't
stay with the same prompt level. We're going to try and decrease our intrusiveness and
what that means is that we're going to slowly fade ourselves back. So let's start with Priya
at a hand over hand prompt. I'm going to to tell her to put the circle in and do it with
a hand over hand prompt. And as the day goes on, she gets more comfortable with it, I can
start fading my prompts a little bit. So we're going to ask Priya to do the same thing, but
this time I'm going to go partial prompt. What you're going to do as well is that if
you see that your prompts are fading and the child is still successful, you're make sure
you reinforce them even higher than you usually would just because we're going to make sure
they can execute the task more independently. So let's try that again, but now I'm going
to reinforce right after we do that. "Priya let's put triangle in. Great Job, high five!".
The next topic we're going to talk about is when to limit instructions, especially when
the student is at an independent level. So now that Priya understands how to do the shapes
order, we're going to make sure that she's still complying with our instructions. "Priya,
put star in.". She doesn't do anything. It's been three, or five seconds, so I"m going
to help her and make sure she complies to my instructions. And then she got it, so we're
going to try it again and let's see if she does it this time. "Priya put in circle.....
Awesome! High five!".