3 Prompting and Prompt Fading Online Quiz Questions

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Use a spoken hint because verbal prompts should always come before visual prompts.

Use a visual cue the learner can understand, then assess whether it supports the task.

Use full physical guidance because it is the most effective prompt for every learner.

Avoid prompting because the learner does not understand the spoken direction.

Give the ordinary cue, wait, and increase assistance only if needed.

Give the prompt immediately, then gradually increase the wait before prompting.

Start with a prompt likely to produce a correct response, then reduce assistance as performance improves.

Change the materials so the correct choice is easier to notice, without planning to fade the change.

Gradually shrink or remove the highlighted area.

Increase physical assistance each time the learner succeeds.

Replace the visual cue with a longer spoken explanation.

Keep the highlighted area unchanged until the learner waits for it.

Continue until the learner completes the movement, because stopping would disrupt teaching.

Stop the physical guidance if the learner resists or becomes distressed.

Increase to full physical assistance so the learner completes the task quickly.

Use physical guidance for every task before trying another prompt.

Fade the prompt after every response, regardless of performance.

Keep the current prompt level permanently once the learner responds correctly.

Use the data to decide whether to fade, maintain, or temporarily increase support.

Stop tracking responses once the learner completes the task with help.

Least-to-most prompting provides an opportunity for independent responding, but waiting too long may not suit every task.

Least-to-most prompting prevents errors by beginning with the strongest assistance.

Most-to-least prompting can limit early errors, but needs a clear plan for fading.

Most-to-least prompting requires the learner to respond independently before any prompt is given.

Place the correct symbol closer to the learner.

Change the arrangement of materials so the correct choice is easier to notice.

Give a spoken hint about which choice is correct.

Demonstrate the action for the learner to imitate.

To ensure an adult always gives the learner a reminder before the skill

To support successful practice while shifting control toward the cue that should naturally guide the skill

To replace the ordinary instruction with a more detailed instruction permanently

To make the learner respond only when a particular prompt is present

Saying the name of the correct symbol aloud

Pointing toward the correct symbol

Placing the correct symbol closer to the learner

Demonstrating how to touch the symbol

Give the ordinary instruction and an opportunity to respond, then increase assistance through a planned hierarchy if needed

Begin with full physical assistance and reduce it as the learner improves

Repeat the ordinary instruction until the learner responds without any added assistance

Give a verbal hint before every ordinary instruction

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