Prompting: Part 1 of 2
When I think about prompting, I usually relate it back to the analogy of ‘leading the dance’. When you are dancing with a strong lead, you (typically) really enjoy the dance, led seemingly subtly, into a successful dancing experience. As a terrible dancer myself, I can attest to this! In the same way, if you are giving the appropriate level of prompt, this guidance is in a ‘just right’ manner. It is respectful above all: a clear intent to avoid over prompting as much as one avoids under prompting. The intent is to be ‘just enough’ help to avoid errors/mistakes but allowing the person to still build skills and confidence in the act. This is definitely harder than it may appear at first sight and there are a few key points in learning how to support a person with autism with proper prompting strategies.
“Prompting includes any help given to a learner that assists the learner in using a specific skill or behavior” (AFIRM). This EBP can be used to help a person to meet academic, social/emotional, professional/work related or personal goals. We typically think of five different types of prompts.
Five Types of Prompts
This strategy really has so much to it that I will highlight it again next month! I will go a bit more in depth and discuss how and when to successfully fade a prompt when possible as greater independence and true confidence and achievement is a major goal.
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Carmen has been published in a variety of online and print articles. Writing is a passion and she strives to grow and share her message.