Prompting/fading
procedures are used extremely often when implementing ABA interventions with
individuals with ASD. When used
correctly, and the fading procedures are systematic, this strategy is quite
effective. However, it should not
be the first plan of action in many instances. Here’s why:
Think
about how you learn most of the things you know. It can be through reading and through experiences. Many people say, “I need to see it first.” Well, we know that children with ASD
are visual learners. Don’t you
think it makes sense that they would need to see it first as well? Thus, instead of making a request and
then prompt if the child does not respond, first model the expectation. Immediately following the model, provide
an opportunity for the child to imitate the model. This strategy is called modeling/request imitation
(Buffington, Krantz, McClannahan, & Poulson, 1998). If you can show the
child exactly what you want him/her to do, you will be surprised how often the
child can imitate the response without any prompts. Of course, if the child does not imitate the model,
prompting/fading procedures can be used at that time.
Another
reason why it is important to use modeling/request imitation is to increase the
child’s independence. If the child
can see what is expected, and imitate the model without any prompts,
independence is achieved much quicker than using prompts and having to
systematically fade them out.
Using modeling/request imitation is a great way to prevent prompt
dependency.
One
more reason to use modeling/request imitation before prompting/fading
procedures is to build the child’s self-esteem. If the child can see what you want and imitate without any
prompts, the child is likely to have a sense of accomplishment and feel good
about his/her performance. Once
prompts have to be initiated, you are saying, “Let me help you.” Depending on
how those prompts are delivered, the child can quickly begin to feel like a
failure. I am not saying that
using prompting/fading procedures is bad because I use them all of the
time. I am saying it is best to
first try modeling/request imitation. Initiate prompting/fading procedures only
if the child cannot respond to the model.
Below are some examples for using modeling/request imitation:
1. Early
Childhood: A caregiver wants to teach a child how to use a
fork. The caregiver first models
sticking the fork into a piece of food, then takes the fork out, gives it to
the child and says, “Now, you try!”
The child takes the fork and attempts to stick it into the food. Although the fork didn’t go all the way
in, the caregiver positively reinforces the child with specific praise and
quickly puts the fork in the food and gives it to the child to eat. With each successive trial, the
caregiver models and offers an opportunity for the child to imitate. After just a few trials, the child is
able to independently stick a fork into the food.
2.
Elementary: A teacher wants to teach a child how to add with
regrouping. The teacher sits next
to the child and writes two of the same problem on a piece of paper. One problem is on the child’s side; the
other is on the teacher’s side.
The teacher first models adding the numbers in the ones column, and
provides an opportunity for the student to imitate that step with the same
problem. Next, the teacher models
how to add the tens column with the number that was carried over, and provides
an opportunity for the student to imitate that step as well using the same
problem. Several problems are done
this way until the student is able to complete the problem without any
modeling.
3.
Middle/High School: A teacher wants to teach a student how to measure
materials for a science experiment using measuring cups and measuring
spoons. The teacher decides to use
peer-mediated intervention by having a peer use modeling/request imitation to
show the child how to measure with the cups and the spoons. For each item that needs to be
measured, the peer first shows the child how to fill up the measuring
cup/spoon, then dumps it out and gives the student an opportunity to imitate
the model. The peer continues to
use modeling/request imitation until the student can measure independently
without the model.
4.
Community-Based Instruction:
An employer wants to teach an
individual how to file away folders in alphabetical order. The employer models how to do so,
removes the folder, and provides an opportunity of the individual to
imitate. This is repeated with
several different folders until the individuals can file alphabetically without
a model.
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