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Response Prompting Procedures
Response Prompting Procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called “errorless” learning because teaching using these procedures usually results in few errors by the learner. The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
==System of least prompts==
The SLP prompting procedure uses and removes prompts by moving through a hierarchy from less to more restrictive prompts.〔Wolery, M., Ault, M. J., & Doyle, P. M. (1992).〕〔Miltenberger, R. G. “Behavioral Modification: Principles and Procedures”. Thomson/Wadsworth, 2008. p. 214.〕〔Teaching students with moderate to severe disabilities. Use of response prompting strategies. New York: Longman.〕 If the student emits the correct behavior at any point during this instructional trial (with or without prompts), reinforcement is provided. The system of least prompts gives the learner the opportunity to exhibit the correct response with the least restrictive level of prompting needed. Because teachers are required to use multiple types of prompts (e.g., verbal and physical prompts), the SLP prompting procedure may be complicated for use in typical settings,〔Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. Use of response prompting strategies. New York: Longman.〕 but may be similar to non-systematic teaching procedures typically used by teachers that involve giving learners an opportunity to exhibit a behavior independently before providing a prompt.
''Example: SLP trial for teaching sitting behavior''
SLP has been widely used for a variety of learners and skills. It has been most widely used in a 1:1 format (individual instruction) for chained skills.〔Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. Use of response prompting strategies. New York: Longman.〕 It has recently been used in conjunction with new technology, like portable DVD players and video iPods, to each self-help skills to young adults with intellectual disabilities 〔Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190.〕 and to improve transition skills for elementary school students with autism spectrum disorders.〔Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103-115.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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