Spencer, Prompt Fading - NAU€¢ Excessive and extended use of unnecessary prompts inhibit...

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Promoting Independence Through Systematic

Prompt Fading!

Trina D. Spencer, PhD, BCBA-D, LBA!Research Director at IHD!

Research-based Assumptions!

•  Excessive and extended use of unnecessary prompts inhibit independence and success of children with disabilities.!

•  An effective, yet underutilized, science exists to assist in the systematic fading of prompts so that children with disabilities can be more independent.!

•  There are many empirically-supported strategies for fading instructional prompts and paraprofessional support.!

ACCESS | ATTITUDE | INCLUSION

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Surface Problems!

Ø  Prompt dependency!Ø  Reliance on visual prompts!Ø  Reduces generalization!Ø  Restricts how child can learn!Ø  Prevents inclusion!


Ø  Decreases teacher’s ownership of students!

Ø  Reduced peer interactions!Ø  Stigmatizing!Ø  Expensive!

•  Overuse of unnecessary prompts!

•  Overuse of visual prompts!

•  Close proximity of parapro!

•  Stable use of parapro !

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Underlying Problems!

•  Most teachers are not trained as instructional designers!

•  Instruction is too focused on acquisition not generalization!

•  Paraprofessionals are responsible for instruction!


•  GenEd teachers’ and systems’ attitudes about ownership!

•  Capacity to differentiate within the general education classroom!

•  Special Education working conditions!

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TOTALLY DEPENDENT!

TOTALLY INDEPENDENT!

INTER-DEPENDENT!

MORE SUPPORTS!

NO SUPPORTS!

DIFFERENT SUPPORTS!

•  All people need supports.!•  It is not as simple as supports or no supports.!•  Goal should be to move children with disabilities toward

supports that don’t interfere with peer interactions, teacher ownership, and access to quality curriculum and instruction.!

Science of Prompting and Prompt Fading!

Transfer of Stimulus Control!

ACCESS ATTITUDE

INCLUSION

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What are prompts?!

•  Anything extra to the instruction that ensures that the intended response occurs.!

•  Stimulus prompt!•  Arrangement of environment!•  Modification of material !!

•  Response prompt!•  Correspondence to the desired response!•  Models, gestures, physical guidance!


What are prompts?!

•  Prompts are PROGRAMMED!•  different from instruction!

•  Prompts are TEMPORARY!•  not the naturally occurring stimulus!

•  Prompts are usually ADULT DELIVERED!•  as opposed to self administered, peer delivered, or

environmentally cued!


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AN - B - C 4 hours w/o water

& salty snacks “water please” given water

N = Naturally occurring!

Trial = opportunity for response!

AN + AP - B - C 4 hours w/o

water & salty snacks

“water please”

given the water

teacher puts a cup of water in

front of child but out of reach

N = Naturally occurring; P = Programmed prompt!

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Stimulus Control is when a response occurs in the

presence of an antecedent stimulus and that

antecedent stimulus reliably evokes/cues the behavior.!

!*The STIMULUS is said to CONTROL the response.!

AN + AP - B - C 4 hours w/o

water & salty snacks

“water please”

given the water

teacher puts a cup of water in

front of child but out of reach


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AP - B - C “water please”

given the water

cup of water is put in front of child but

out of reach


AN - B - C Teacher says, “Line up

for lunch.” gets in line gets to go to lunch/

avoid criticism from peers


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AN + AP - B - C Teacher says, “Line up for

lunch.”

gets in line gets to go to lunch/avoid criticism from

peers

Paraprofessional says, “You need

to line up with your friends.”


AP - B - C gets in line gets to go to

lunch/avoid criticism from

peers

Paraprofessional says, “You

need to line up with your friends.”


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AN - B - C see a dog says, “dog” attention

& approval


AN + AP - B - C sees a dog says, “dog” attention

& approval model “dog”


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AP - B - C says, “dog” attention

& approval model “dog”


AN - B - C “Name some

animals” says, “dog, pig, duck”

attention & approval


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AN + AP - B - C “Name some

animals.” says, “dog, pig, duck”


shows pictures of a dog, a pig,

and a duck


AP - B - C says, “dog, pig, duck”


shows pictures of a dog, a pig,

and a duck


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The goal of instruction should be to transfer control from

the programmed stimuli (prompts) to naturally

occurring stimuli.!!

*Prompting is a teaching procedure to help children make the correct response until the response has come under

the control of naturally occurring stimuli.!

Programming for Transfer of Stimulus Control!

1.  Select a prompt that currently controls the response but does not disrupt the intended stimulus control.!

2.  Select a prompting/fading procedure that will facilitate the transfer, prevent prompt dependency, and reduce errors.!

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A standard prompt type will not be effective for all types of responses!

!

Types of Response Prompts!•  Visual – pictures, icons, physical models!

•  Vocal – vocal models, directions, hints!

•  Gestural – eye gaze, pointing, body posture!

•  Manual – physical contact!

•  Textual – written or typed!

How to Choose Prompt Type!

•  Must be currently effective.!•  Potential to facilitate or disrupt the stimulus

control with the naturally occurring stimulus.!•  Type of response you are teaching.!

•  Characteristics of the child.!

•  Ease of use.!

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!

Prompting is the teaching procedure to help children make the correct response

until that response has come under the control of naturally

occurring stimuli.!

Effective Prompting Guidelines!

•  Prompts should focus students’ attention on the natural antecedent, not distract from it.!

•  Prompts should be as weak as possible!•  Rule of Thumb: Use the least intrusive prompt necessary to

ensure success. !•  The best prompt is the weakest one that will result in the

desired behavior.!

•  Prompts should be faded as quickly as possible!•  Failure to do so interferes with teaching and creates

prompt dependency!

•  Unplanned prompts should be avoided!•  Their use leads to incorrect teaching!

BCSNA, 2012

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!

Fading is the gradual withdrawal of the

programmed prompts necessary for the natural

stimuli to gain control over the response.!

How to Choose Prompting/ Fading Procedure!

•  Potential to facilitate or disrupt the stimulus control with the naturally occurring stimulus.!

•  Type of response you are teaching.!•  Characteristics of the child.!

•  Ease of use.!

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Fading Guidelines!

•  Make sure instruction is “clean” before fading.!•  Get rid of unplanned prompts first.!

•  Begin fading after child has been successful with more intrusive prompts.!

•  If you have begun fading and the child struggles to produce the desired behavior use the previous level of prompt to ensure success.!

BCSNA, 2012

AN + AP - B - C room is quiet

signs music music gets turned on

manually guides hands to sign music using full

physical prompting



manually guides hands to sign music using partial

physical prompting



delaying partial physical prompting by a

few seconds

AN - B - C room is quiet


Transfer of

Stimulus Control

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A standard prompting/fading procedure will not be effective for all types of responses!

!

Prompting/Fading Procedures!•  Least to Most !•  Most to Least!

•  Time Delay!

•  Graduated Guidance!

Least to Most!

•  Sally cries for a cookie that is placed out of her reach. !

•  Teacher holds the cookie and says, “What do you want?” Sally continues to cry.!

•  Teacher says, “/k/”. Sally continues to cry.!

•  Teacher says, “coo”. Sally continues to cry.!

•  Teacher says, “cookie”. Sally says “cookie”!•  Or hits the teacher!!

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Most to Least!

•  Sally cries and reaches for a cookie. !

•  Teacher says, “cookie”. Sally says “cookie”. Teacher gives her a small piece of cookie. (a set of trials)!

•  Sally reaches for a cookie. !

•  Teacher says, “coo”. Sally says “cookie”. Teacher gives her a small piece of cookie. (a set of trials)!

•  Sally reaches for a cookie. !

•  Teacher says, “/k/”. Sally says “cookie”. Teacher gives her a small piece of cookie. (a set of trials)!

Time Delay!

•  Sally cries and reaches for a cookie. !

•  Teacher says, “cookie”. Sally says “cookie”. Teacher gives her a small piece of cookie. (set of trials)!

•  The teacher holds the cookie but out of Sally’s reach.!

•  Teacher waits 1 sec. before saying, “cookie”. If Sally says “cookie” before the teacher does, the teacher will increase the time delay. !

•  If Sally doesn’t say “cookie” before the teacher, the teacher continues to prompt with a 0 or 1 second time delay.!

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Least to Most!

•  Teacher shows a picture of cow and asks, “What’s this?” Jaden does nothing. !

•  Teacher touches Jaden’s elbow. He does nothing.!

•  Teacher guides Jaden’s wrist. Jaden makes the sign for horse.!

•  Teacher provides hand over hand manual guidance to make the sign for cow.!

Most to Least!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher provides hand over hand manual guidance to make the sign for cow. (set of trials)!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher guides Jaden’s wrist. Jaden makes the sign for cow. (set of trials)!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher touches Jaden’s elbow. He signs cow. (set of trials)!

•  Teacher shows a picture of cow and asks, “What’s this?” Jaden signs cow.!

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Time Delay!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher provides hand over hand manual guidance to make the sign for cow. (set of trials)!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher waits 1 sec. before providing manual guidance. (set of trials)!

•  If Jaden signs cow before the teacher helps him, the teacher will increase the time delay. !

•  If Jaden doesn’t sign cow before the teacher helps him, the teacher continues to prompt with a 0 or 1 second time delay.!

Graduated Guidance!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher provides full physical prompting to help Jaden make the sign.!

•  Teacher provides full physical prompting to help Jaden begin to make the sign and then lets go.!

•  Teacher waits for 1 second before providing full physical prompting to help Jaden begin to make the sign and then lets go.!

•  Teacher touches Jaden’s wrist, but he doesn’t make the sign. Teacher provides partial physical prompting to help Jaden begin to make the sign and then lets go.!

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Transfer Trial!

•  Transfer trial is an opportunity for the child to make an independent response following a prompted trial.!

•  No matter what level or type of prompt was provided, the prompt is delayed in the next trial.!

•  All prompt forms and prompting/fading procedures can be used in conjunction with a transfer trial.!

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Transfer Trial!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher provides full physical prompting to help Jaden make the sign.!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher waits a few seconds to see if Jaden will sign cow.!

•  If no independent response, teacher provides just enough physical prompting to help Jaden sign cow.!

•  Teacher shows a picture of cow and asks, “What’s this?” Teacher waits a few seconds to see if Jaden will sign cow.!

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The goal of instruction should be to transfer control from

the programmed stimuli (prompts) to naturally

occurring stimuli.!!

*Prompting is a teaching procedure to help children make the correct response until the response has come under

the control of naturally occurring stimuli.!

PILOT STUDY!Poor selection of prompt!

Spencer, T. D., & Higbee, T. S. (2012). Using script training and transfer of stimulus control procedures to promote generalization and spontaneity of language. FOCUS on Autism and Developmental Disabilities, 27(4), 225-236.

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Analysis of Conversation!

AN + AN - B - C art materials, conversation partner, table

and chairs

Fran uses preposition to describe her

painting

attention from conversation

partner

conversation partner talking

Good instruction begins with an understanding of what SHOULD control the desired response.!

AN + AP - B - C art materials, conversation partner, table

and chairs

Fran uses preposition


partner

text: it goes on the paper icon: non-specific stimulus

AN + AP - B - C

AN - B - C

AN - B - C art materials, conversation partner, table

and chairs



partner

art materials, conversation partner, table

and chairs



partner

text: it goes on the paper icon: non-specific stimulus


and chairs



partner

Transfer of

Stimulus Control

Tra

nsfe

r Tr

ial

Tra

nsfe

r Tr

ial

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AP + AP - B - C Icon: non-

specific stimulus Fran uses subordinating conjunction


partner

text: Can I use that color when you are done?

AP + AP - B - C

AP + AP - B - C

AP - B - C

Icon: non-specific stimulus Fran uses

subordinating conjunction


partner

text: It’s messy when I get it on my hands.

Icon: non-specific stimulus Fran uses



partner

text: I like my picture because it is beautiful.

Icon: non-specific stimulus

Fran uses subordinating conjunction


partner

Transfer of

Stimulus Control

AN + AP - B - C Fran uses



partner


AN - B - C

AN + AP - B - C

AN - B - C



partner



partner



partner


and chairs


and chairs



and chairs


and chairs

Transfer of

Stimulus Control

Tra

nsfe

r Tr

ial

Tra

nsfe

r Tr

ial

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Programming for Transfer of Stimulus Control!

1.  Select a prompt that currently controls the response but does not disrupt the intended stimulus control.!

2.  Select a prompting/fading procedure that will facilitate the transfer, prevent prompt dependency, and reduce errors.!

Some Examples Relevant to

Paraprofessional Support!

Macro Level!

ACCESS ATTITUDE

INCLUSION

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Analysis of Gen Ed Instructions!

AN + AN - B - C Gen Ed

teacher says, “Take out a

piece of paper and

pencil.”

Ryan takes out a piece

of paper and pencil

able to keep up with class

Other students take out a piece of paper and pencil


AP + AP - B - C Teacher: “Take out a piece of paper and pencil.” and

peers doing it.

Ryan takes out a piece of paper

and pencil


Para: uses graduated guidance to help Ryan

take out a piece of paper and pencil

AP + AP - B - C

AP + AP - B - C

AP - B - C

Teacher: “Take out a piece of paper and pencil.” and

peers doing it.


and pencil


Para: uses a lot less graduated guidance to help

Ryan take out a piece of paper and pencil


peers doing it.


and pencil


Para: uses a little less graduated guidance to

help Ryan take out a piece of paper and pencil


peers doing it.


and pencil


Transfer of

Stimulus Control

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AP + AP - B - C Teacher: “Take out a piece of paper and pencil.” and

peers doing it.


and pencil


Para says, “What are your friends doing?”

AP + AP - B - C

AP + AP - B - C

AP - B - C


peers doing it.


and pencil


Para waits 10 seconds before saying, “What are

your friends doing?”


peers doing it.


and pencil


Para waits 5 seconds before saying, “What are

your friends doing?” .


peers doing it.


and pencil


Transfer of

Stimulus Control

Analysis of Seat Work!

AN + AN - B - C Gen Ed

teacher says, “Complete

the rest of the problems

yourselves.”

Ryan completes the math problems

able to do his work that is like

his peers’

Other students doing the math

problems nearby


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AP + AP - B - C Teacher: “Do the

rest of the problems

yourselves.”


able to do his work that is like his

peers’

Para: sits near Ryan and helps him do the

problems

AP + AP - B - C

AP + AP - B - C

AP - B - C

Teacher: “Do the rest of the problems

yourselves.”



peers’

Para: walks around the room; comes closer when Ryan raises hand for help


yourselves.”



peers’

Para: stands behind Ryan; comes closer when he

asks for help

Teacher: “Do the rest of the problems yourselves.”



peers’

Transfer of

Stimulus Control

AP + AP - B - C Teacher: “Do the

rest of the problems

yourselves.”



peers’

Para says, “Ask a friend for help.”

AP + AP - B - C

AP + AP - B - C

AP - B - C


yourselves.”



peers’

Para waits for 10 seconds before saying, “Ask a friend

for help.”


yourselves.”



peers’

Para waits for 5 seconds before saying, “Ask a

friend for help.”

Teacher: “Do the rest of the problems yourselves.”



peers’

Transfer of

Stimulus Control

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Transfer of Stimulus Control from

Paraprofessional Support to Natural

Supports!Some Research Based Recommendations!

ACCESS ATTITUDE

INCLUSION

Reframe Goals!

•  Task analyze from the long term goal.!•  Where is this student going to be when he/she is an adult?!•  What do I see as possible for this student?!

•  When you have an idea of what the student will look like, years from now, you can break the goals into more manageable parts to create a tentative map toward independence.!•  A whole class of peers in resource classroom, without a paraprofessional!•  A small group of peers in a resource classroom, without a paraprofessional !•  A small group of peers in a resource classroom, with a paraprofessional!•  A small group of peers in the self-contained classroom, without a

paraprofessional!•  A small group of peers in a self-contained classroom, with a paraprofessional!•  Individual instruction in self-contained classroom with a paraprofessional!


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Reframe Goals!

•  Natural supports and interdependence!•  Given a math worksheet in the general education

classroom and assistance available upon request, Ryan will independently complete the worksheet on three consecutive opportunities, measured using teacher-made data sheet.!

•  Given a math worksheet and peer assistance, Ryan will complete the worksheet on three consecutive opportunities, measured using teacher-made data sheet.!

•  Before recess, Ryan will independently ask a friend for help to zip his coat on two consecutive opportunities, measured using teacher-made data sheets.!


Training for Paraprofessionals!

•  Establish clear roles and responsibilities!•  “I thought it was my job to sit next to Alex. If I wasn’t

sitting next to him, others would think I wasn’t doing my job.”!

•  “I saw my relationship with the student as the most critical. Now I understand that my responsibility is to help Becca build relationships with her general education teacher and the other students.”!

•  “Is it my responsibility to decide when to remove the student when he’s being disruptive? How do I know when I should take him out of the classroom?”!


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•  Use proximity systematically and sparingly!•  Hovering or hindering!•  Adult attention dependency!

•  Facilitate, not hinder, social interaction!•  “Stop talking and get back to work.”!

•  Make rewards social in nature!•  Choose a friend vs. get to play on computer alone!

•  Ensure the student is sitting near his peers!


You have heard the saying “Be carefulwhat you wish for; you just might getit.” It is a wise adage both school per-sonnel and families might want to keepin mind when considering whether stu-dents with disabilities who are placed ingeneral education classes should be pro-vided with individual paraprofessionalsupport. Virtually everyone having anyconnection with special education cantell you about dedicated paraprofession-als who are worth their weight in gold,so one might ask where the problemlies. In reality, the story of paraprofes-sional supports has many facets.

Some parents understandablyrequest individual paraprofessional sup-port for their child with disabilitiesbecause of their concerns or fears abouthow their child will be accepted, treat-ed, supported, and instructed in generaleducation classes. Yet parents seekinginclusive education through the assign-ment of an individual, full-time para-professional may be working at cross-purposes with themselves. Having anadult by a student’s side for all or mostof the school day can actually interferewith a student’s inclusion as a partici-pating member of the classroom com-munity.

In other situations, parents havebeen told that the assignment of a full-time, individual paraprofessional is the

required admission ticket for theirchild’s entry into the general educationclassroom. A school’s request for anindividual paraprofessional as a condi-tion of placement is often rooted in theconcerns of classroom teachers. Evenhighly competent and willing teachersmay experience some anxiety whenthey are unclear about the expectationspeople have of them in relation to a stu-dent with a disability placed in theirclass. Teachers who feel stretched thin

by issues such as class size and ever-expanding requirements wonder howthey will find the time to meet the vari-ous needs of students with disabilitiesand special needs other than disability.

Meanwhile, principals often experi-ence ambivalence about hiring moreparaprofessionals. Although they maywant to be supportive of parent andteacher requests for paraprofessionalsupports, simultaneously they may becompelled by their central administra-

28 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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“Be Careful What You Wish for ...”:Five Reasons to Be Concerned About theAssignment of Individual Paraprofessionals

Michael F. Giangreco • Susan Yuan • Barbara McKenzie • Patricia Cameron • Janice Fialka

Bui ld ing Strong Schoo l Communi t ies

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•  Redirect conversations to student and away from the paraprofessional!

•  Explicitly teach others to interact and communicate with the student!

•  Involve the peers in the instruction!

•  Highlight similarities between student and peers.!

•  Never do anything for the student that he can or should be doing on his/her own.!



•  Never get in between the student and peers, the student and the teacher, or the student and the work. !•  “Do your job from the shadows.”!

•  Limit vocal prompting as much as possible.!•  Difficult to fade vocal prompts •  Teaches child to become prompt dependent •  Overshadows the natural antecedent •  Loses its effectiveness (tuning out)


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Fading Paraprofessional Support!

•  Create a plan similar to a behavior plan or an instructional plan!

•  Think… “Are there times in the student’s day when I could provide less support?” and “When is it absolutely necessary to sit next to the student?”!

•  Use as starting point and create intermediate steps (or short term objectives)!

•  Detail the procedures and data collection with Gen Ed teacher, SPED teacher, and paraprofessional input!

•  Include caveats for problem behavior, subs, etc.!•  Create self-checks or fidelity checklists of

procedures!•  Implement Building Independence Plan!


Empirically Supported Strategies!

•  Peer mediated strategies!

•  Video modeling!

•  Social stories!

•  Script training/fading!

•  Independent work systems!

•  Visual Schedules!

•  Self-monitoring!


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Spencer, Prompt Fading - NAU€¢ Excessive and extended use of unnecessary prompts inhibit...

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