ABA Prompts: Types, Examples and Data Templates

Introduce the prompt after the question or direction but before the learner responds
To prompt a learner, the BCBA or RBT will ask a question and then include some type of prompt to give the learner a “hint” as to the right answer.

“Prompts always occur in the antecedent condition, meaning that we always deliver a prompt before the behavior occurs to encourage the learner to respond,” Dube says. “Usually, we will add a prompt around three to five seconds after we provide the instructional cue, but the timing depends on the learner, their skillset, and the type of prompt.”

Collect data on the prompting responses
“Collecting data is fundamental to ABA,” Dube says. “During the ABA session, the RBT or BCBA will collect data on whether the learner responds independently and correctly or not. Then, we look at that data to guide our programming decisions, like whether we need to switch prompts, change our reinforcement schedule, or add more DTT teaching trials

Move up or down an ABA prompt hierarchy
In prompting, the learner should receive the lowest degree of prompting necessary for them to respond correctly. Then, as the learner improves, ABA professionals change the prompt type by moving through a prompt hierarchy, which arranges prompts based on the degree of assistance they provide.

The two main ways to move through an ABA prompt hierarchy are most-to-least and least-to-most.

“Most-to-least prompting starts with a prompt that offers the most intrusive level of support, like a physical prompt,” Dube says. “For example, If we are trying to teach a learner to brush their teeth, we might guide their arm to pick up the toothbrush, help them put toothpaste on the brush, and help guide their arm to brush their teeth. Then, we gradually decrease the level of support by changing the prompt type. Eventually, the goal is for the learner to be able to brush their teeth without any prompting.”

Dube adds that the most-to-least hierarchy is great for new learners and for introducing new skills.

“Starting with strong support and working our way down to the least level of support reduces the chance that the learner will make an error,” she says. “Many ABA learners will perceive even a few errors as extremely frustrating. This frustration leads to increases in maladaptive behaviors that may impede their progress.”

Sometimes, an ABA therapist will use a “least-to-most” hierarchy to determine which level of prompting a student might need.

"Least-to-most starts with minimal help and increases until the learner responds correctly,” Dube says. “This type of hierarchy is useful when the learner already has some knowledge but needs some additional support. For example, we might start with gestural prompts and move to physical prompts if needed. Once we identify the most effective prompt, we transition back to a most-to-least hierarchy, starting at the prompt level that elicits a correct response.”

The prompt types that make up the prompt hierarchy will change based on the specific behavior and the student. For example, some learners might benefit from modeling stimuli, and others may find physical prompts more helpful.

Stimulus Prompts
Stimulus prompts provide additional cues or prompts to direct the learner to the correct stimulus or response. BCBAs and RBTs usually use stimulus prompts when the correct response involves selecting a specific object.

• Movement (Gestural) Prompts
  Description: The therapist uses non-verbal cues or movements that direct the learner's attention to a specific stimulus and teach a particular response. For example, the therapist may point, nod, or otherwise gesture to hint at the correct response.

  When to use: Gestural prompts are effective when the correct response involves an item that the therapist can gesture toward, tap, or move. They're also effective for learners who respond well to visual cues or when verbal prompts don't yield the correct response.

  Examples: A teacher asks the learner to pick the red card and then points to the card. A teacher asks a learner to get a soccer ball and then gestures toward the ball.

• Positional Prompts
  Description: The therapist moves objects so that the correct item is closer to the student.

  When to use: Positional prompts are most effective when learners need help selecting or interacting with objects. They are especially useful when learners have progressed beyond gestural prompts but still require moderate support to complete the task correctly.

  Examples: A teacher asks the learner to pick the red card among a group of cards. The red card is closer to the learner than the other cards. Or, an RBT asks the learner to begin reading time and places a book closer to the child than other items in the environment, like toys.

• Redundancy Prompts
  Description: The therapist makes the correct object visually distinct from the others, signaling the learner that it is the proper response. For example, you can make the object bigger, a different color, or a different shape.

  When to use: Among stimulus prompts (Positional, Movement, Redundancy), redundancy prompts provide the least support to learners. They are suitable when learners have already mastered the response with more intrusive prompts, such as positional and movement prompts.

  Example: An RBT instructs a learner to select the card with a ball. The card featuring the ball has a red background, while others have white backgrounds

Response Prompts
Response prompts directly demonstrate the correct response to the learner. BCBAs and RBTs use response prompts when the target behavior is a specific action, like washing hands or tying shoes.

• Full and Partial Physical Prompts
  Description:
  
  • Full physical:
    The therapist provides complete physical assistance to the learner. They guide the learner's movements entirely, effectively completing the task for them.
  • Partial physical:
    The therapist provides partial physical assistance to the learner. Instead of fully guiding the learner’s movements, the therapist offers partial support, like guiding a hand without completing the entire movement.
  When to use:
  • Full physical prompts:
    These are most suitable when the learner is new to the task or lacks the motor skills to perform it independently.
  • Partial physical:
    Partial physical prompts are best for when the learner needs significant support but not as much support as a full physical prompt.
  Examples:
  An RBT asks the learner to wash their hands.
  • Full physical:
    The RBT guides the child's hands, leading them through the entire washing process.
  • Partial physical prompt:
    The RBT assists the child in placing their hands under the faucet and allows them to complete the rest of the task independently

• Modeling Prompts
  

  • Description:
    In modeling prompts, the clinician models the target behavior for the student by acting it out.

    When to use:
    Modeling is suitable for learners learning a specific action but does not require any physical support to perform it correctly.

    Examples:
    After asking a student to wash their hands, the ABA therapist models the action themselves
    After asking a student to raise their hand, the ABA therapist raises their own hand.

• Verbal Prompts
  Description:
  The two types of verbal prompts are vocal and non-vocal.

  • Vocal prompts: The therapist gives the learner verbal instructions that usually describe the correct response.
  • Non-vocal prompts: The therapist offers hints, such as signs, pictures, or written words, that describe some aspect of the correct response.

  When to use:
  Verbal prompts suit learners who require substantial support but have already mastered the skill with physical or modeling prompts. When deciding between vocal or non-vocal prompts, consider the learner's preference. Depending on the prompt type, a vocal prompt may offer more or less support than a non-vocal prompt.

  Examples:
  
  • Non-vocal: The RBT asks the learner to get a basketball, then shows them a card with an image of an orange circle.
  • Vocal: The RBT asks the learner to get a basketball, then says, “It's orange and round.”

Straightforward to perform
One key advantage of ABA prompts is that once a BCBA writes a program, the prompting is relatively straightforward to implement within a therapy session.

Data-driven
ABA data collection is a key part of the prompting approach, providing valuable data for informed decision-making. By analyzing the trends in the data, the BCBA can tailor the prompting program to the learner’s progression and needs, optimizing the program's effectiveness for each learner.

Supports errorless skill acquisition
Prompting is an important tool in errorless skill acquisition. It gradually teaches learners while minimizing their errors and frustration. For many learners, errorless learning is the best way to build their confidence in eventually performing the task independently.

Important in Discrete Trial Training (DTT)
DTT supports learners by breaking down complex tasks into manageable skills. Many BCBAs and RBTs use prompting in DTT trials and sessions. DTT and prompting are also important in behavior intervention plans that outline a long-term program to help a learner adopt a specific behavior or replace a maladaptive behavior.

Promotes independence
Prompting helps learners become self-sufficient, a cornerstone goal of ABA therapy.

“Ultimately, the aim of prompting is to foster independence in learners,” Dube says. “By offering structured support and guidance, prompts support learners in acquiring essential skills autonomously. This self-directed development undoubtedly helps prepare our learners to lead fulfilling and self-sufficient lives.”

Is my prompt type (response or stimulus) correct? Should I move to a more helpful prompt?

If my prompt type is correct, should I increase the number of trials so they have more opportunities to learn?

Is my reinforcement correct? Is this a “can’t do” skill or a “won’t do” skill? If it’s a skill the child can do but refuses to do, try changing your reinforcement procedures.

“To decide what to change,” Dube says, “I always look at the prompting data to try to clue me into which intervention, or interventions, might work best.”

“We rely on fundamental ABA principles to tailor prompting programs,” says Dube. “We start by collecting baseline data to gauge the learner's current skill. Such data inform data-driven programming decisions regarding prompt selection, reinforcement procedures and schedules, and determining whether to use a 'most to least' or 'least to most' prompting strategy.”

Dube provides an example. “Let's say I'm assessing if a learner can brush their teeth independently. Initially, I gather baseline data by observing the learner's behavior while they brush their teeth without any type of prompting. These data help answer the question, 'What can the learner do on their own?’”

“With baseline data in hand,” Dube says, “I prescribe a prompt and decide on its implementation. Additionally, I gather data on the learner’s individual needs and observed learning styles. For instance, some learners may become agitated with repeated prompting trials, while others require numerous trials to respond correctly. I also consider if the learner has any specific preferences. For example, some learners cannot handle physical contact. For those learners, I would exclude any type of physical prompts.”

Collecting data throughout the process is critical to assess the learner's progress and make adjustments.

“Throughout the prompting cycle, I'm always reviewing and analyzing the data to make sure that the program is effectively supporting the learner and helping them master the skill,” Dube says. “For example, I look at data like their percentage of correct responses or average response rate. If those numbers aren't improving at all, I explore alternative prompt types, schedules, or reinforcement strategies.”

Prompt fading involves reducing the support until the learner can perform the skill independently. It helps prevent the learner from becoming dependent on external help and encourages them to perform the skill independently.

“We continuously collect and analyze data to craft a fading plan tailored to the learner's needs. This plan is crucial for ensuring they don't become reliant on prompts, which could hinder their ability to act independently. Our aim is to empower learners to master skills on their own instead of relying on a prompt. For example, we don’t want a learner to always have to rely on someone to show them how to brush their teeth. The goal is for them to brush their teeth without any external help.”