How much support is appropriate to give? This can be answered by being familiar with the Prompt Hierarchy. We want to use the minimal, or least intrusive support, needed for the child to be successful. We want to remember when giving a directive, first we must get the child's attention. We always want to use the least intrusive prompt needed to get the job done. If our prompt does not work, then we attempt another that may be more intrusive. The rule of thumb to remember, is that by the third prompt the child is successfully completing the directive- even if we have to use the most intrusive prompting (full physical) where we help them carry it out hand over hand. If that is not doable, then we need to consider scaling back the demand. To see this in action watch the "ABA Autism Training" video below. AFIRM's Prompt Hierarchy Module digs into more details and how to implement the Prompt Hierarchy.
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CAUTION: Avoid prompt dependency when using the Prompt Hierarchy with autism.
The biggest mistake that people make with prompting for an individual with ASD is that they give verbal prompting. Verbal prompting is the least restrictive and thus would be an appropriate prompt for other children. However, due to the nature of the repetitive behavior in ASD, research shows that individuals on the spectrum become prompt dependent and want the adult to continue the verbal prompting (essentially- play their role in the script). Instead of verbal prompting, we should utilize visual prompting as the least intrusive with individuals on the spectrum. |
A great tool to assist in fading adult support is a self-management system. The self management system is joined with the individual's visual schedule to create a checklist for self assessment and reminders. START has put together a collection of self management systems for a wide array of behaviors and needs. Click on the button to the left to visit START's self management page.
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Adult Support around a variety of topics: Click here to visit Barton Lab at Vanderbilt University |