Overview

For this class, students will learn about least-to-most prompting, most-to-least prompting, and graduated guidance. These are methods used for fading prompts once the learner has initially acquired the skill. With least-to-most prompting, a response interval is added so that the students can attempt an independent response; if the student responds incorrectly, a hierarchy of prompts from least to most intrusive is used to prompt a correct answer. Most-to-least prompting begins with providing the most intensive prompt for sessions where the student is learning a new skill, and then fades the intensity of the prompts across sessions as students build experience with the task or content and are able to respond independently. Finally, graduated guidance is used to fade physical prompts based on student performance.

Objectives

In this module, our activities, content, and assignments will help you do the following:

Define least-to-most prompting, most-to-least prompting, and graduated guidance
Determine when to use different prompt fading strategies
Implement prompt fading strategies (least-to-most prompting, most-to-least prompting, graduated guidance)
Plan a lesson using prompt fading strategies

To-Do List

Here's everything you need to do and remember for this module:

Read Collins Chapter 3
Read NPDC Briefs for Least-to-Most Prompting, Most-to-Least Prompting, and Graduated Guidance
Practice SAFMEDS
Collect out-of-class SAFMEDS data points
Complete Prompting AFIRM Module