Resource Type: Prompting

This resource guide shares introductory and advanced DNEA resources that focus on strategies that research has shown to be most effective to help a professional or family member teach a person with autism a new skill or task.

Least-to-Most Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from least to most intrusive.  It can be used to teach discrete or chained behaviors/skills.

Most-to-Least Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from most to least intrusive by systematically fading them over time. It can be used to teach discrete or chained behaviors/skills.

Wong, et al. (2015) conducted a comprehensive review of research about focused intervention practices to support individuals with autism. This comprehensive review is considered a landmark article because it identifies those strategies that are most effective to use with autistic people. This glossary is designed to support the community in understanding terms commonly associated with these practices.

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts.

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts. Stimulus prompts are changes that are made to materials.