Describe a prompt fading strategy.

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Multiple Choice

Describe a prompt fading strategy.

Prompt fading is a strategy for moving control from prompts to the learner’s independent response by gradually reducing the amount or intensity of prompting as the learner emits the correct response. You begin at a prompt level that reliably elicits the response and then systematically decrease support in small steps, aiming to transfer stimulus control to the natural cue. Throughout, you reinforce correct independent responses and use data to confirm that accuracy remains high as prompts are faded. A typical sequence follows the prompting hierarchy—starting with the most intrusive prompt and lowering to less intrusive prompts until the learner responds independently. For example, when teaching a child to say a target word after seeing a picture, you might start with full modeling plus physical or verbal prompts, then move to just a model, then to a partial verbal cue, and finally to the word produced independently. If errors occur, you pause the fade, reintroduce the appropriate prompt, and reset the criteria for advancement to maintain accurate responding. This differs from simply withholding prompts from the start, which can lead to errors, and from reinforcing prompts, which would sustain prompting behavior rather than promoting independence.

Prompt fading is a strategy for moving control from prompts to the learner’s independent response by gradually reducing the amount or intensity of prompting as the learner emits the correct response. You begin at a prompt level that reliably elicits the response and then systematically decrease support in small steps, aiming to transfer stimulus control to the natural cue. Throughout, you reinforce correct independent responses and use data to confirm that accuracy remains high as prompts are faded. A typical sequence follows the prompting hierarchy—starting with the most intrusive prompt and lowering to less intrusive prompts until the learner responds independently. For example, when teaching a child to say a target word after seeing a picture, you might start with full modeling plus physical or verbal prompts, then move to just a model, then to a partial verbal cue, and finally to the word produced independently. If errors occur, you pause the fade, reintroduce the appropriate prompt, and reset the criteria for advancement to maintain accurate responding. This differs from simply withholding prompts from the start, which can lead to errors, and from reinforcing prompts, which would sustain prompting behavior rather than promoting independence.

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