Prompting is an evidence-based practice and an integral component of effective teaching. Prompts are instructional cues that provide additional support within a learning environment. Prompts help reduce errors, foster independence, and build student confidence. While educators and families often use these cues naturally to promote success, a thoughtful, systematic approach to prompting ensures consistency across the team. Whether used in a group setting or tailored for a specific student, prompts provide support needed when learning new skills.
To use these supports effectively, we must first establish a foundation of high expectations. When teaching students with autism and other disabilities, it is essential to presume competence. This means believing that all students are capable of learning, thinking, and understanding. Part of presuming competence is giving students an opportunity to try a new skill independently, rather than assuming they will need support.
A prompt hierarchy organizes prompting strategies based on their intensity of support. Prompts exist on a continuum from least intrusive (no prompts) to most intrusive (physical prompts). Aiming to promote independence, it is used to teach skills by selecting an initial prompt level based on individual learning needs and gradually fading prompts. The table below defines levels of the prompt hierarchy and provides examples using the handwashing process.
| Hierarchy of Prompts | Description | Handwashing Example |
|---|---|---|
| Independent | No guidance is needed; task is completed alone. | Student washes hands without any instructor support. |
| Indirect Verbal | Verbal instruction that gives a hint about how to do a task or what comes next. | Saying, “Check the schedule.” |
| Gesture | Nonverbal cues such as pointing, tapping, or head nodding, to motion towards an item or location. | Pointing to the faucet to signal turning off the water. |
| Direct Verbal | Verbal instruction that tells the student exactly what to do. | Saying, “Get the soap.” |
| Model | Showing what to do by demonstrating part or all of the task. | Instructor scrubbing their own hands. |
| Partial Physical | Light touch that guides the student to complete part of the task. | Touch on the student’s elbow to reach for a paper towel. |
| Full Physical | Hands-on assistance to help the student complete the step or task. | Instructor guides the student’s hands to use the paper towel to dry off. |
Least-to-Most Prompts Teaching Strategy
Least-to-most prompting is a key element of Systematic Instruction, an evidence-based practice designed to foster student independence. Using a least-to-most prompting strategy allows the student to attempt the task on their own before being provided a more intrusive prompt. To implement a least-to-most prompts teaching strategy:
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