The purpose of this article is to review the literature on prompting, a behavioral strategy used to support skill acquisition and behavior change. Prompting is a widely used strategy in applied behavior analysis and other behavioral interventions and is an essential component of evidence-based practices. This article will discuss the key components of prompting and its effectiveness for prompting successful behavior change.
Prompting is a form of behavioral intervention used to teach or reinforce a target behavior. The goal of prompting is to provide the learner with cues or prompts that lead to the desired behavior (Vollmer, et al., 1993). Prompts are typically given in a hierarchical manner, starting with the most intrusive prompts and gradually fading to the least intrusive prompts as the learner gains mastery over the target behavior (Vollmer, et al., 1993). Prompts can be verbal, physical, or visual in nature and may be provided by an instructor, family member, or other individual (Vollmer, et al., 1993).
Studies suggest that prompting is an effective strategy for teaching new skills and reinforcing existing behaviors (Kubina, et al., 2005; O’Neill, et al., 1997). Prompting has been found to be particularly useful for teaching and reinforcing skills in individuals with developmental disabilities, including those with autism (O’Neill, et al., 1997). In addition, prompting has been demonstrated to be an effective strategy for increasing compliance and reducing challenging behaviors (Kubina, et al., 2005).
Prompting is not without its limitations, however. Prompts may become aversive and even prompt an increase in challenging behaviors if they are used too frequently or if the learner does not respond promptly to the prompt (Kubina, et al., 2005). It is important to use prompting carefully and to monitor the learner’s response to the prompt in order to ensure successful behavior change.
In conclusion, prompting is a widely used behavior intervention strategy to support skill acquisition and behavior change. Studies have demonstrated that prompting is effective for teaching and reinforcing skills and for increasing compliance and reducing challenging behaviors. However, it is important to use prompting carefully and to monitor the learner’s response to the prompt in order to ensure successful behavior change.
References
Kubina, R.A., Jr., Stahmer, A.C., & Schreibman, L. (2005). Prompting: Strategies for teaching new skills and reducing problem behaviors. Research and Practice for Persons with Severe Disabilities, 30, 3-14.
O’Neill, R.E., Horner, R.H., & Albin, R.W. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.
Vollmer, T.R., Iwata, B.A., Zarcone, J.R., Smith, R.G., & Mazaleski, J.L. (1993). The role of prompting in teaching children with autism. Journal of Applied Behavior Analysis, 26, 17-31.