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Errorless teaching ABA is a prompting approach that provides planned assistance before a learner is likely to respond incorrectly, then systematically reduces that assistance. Also called errorless learning ABA, it arranges support so correct responding is more likely while control transfers from prompts to the relevant instruction or materials.
Errorless Teaching and RBT Study#
The RBT Test Content Outline (3rd ed.) states that C.7 is implementing procedures using stimulus and response prompts that include appropriate fading procedures, with errorless procedures listed as an example. A learner scenario can require a decision about delivering a stated prompt, reducing that prompt, or distinguishing proactive support from a correction procedure.
The RBT Test Content Outline (3rd ed.) states that C.3 is implementing discrete-trial teaching procedures. Discrete-trial teaching can provide the structure for a teaching opportunity, while errorless teaching describes how support is arranged within that opportunity.
Review discrete trial training when you want to identify the parts of a structured teaching trial. Visit the ABA terms hub when you want to compare errorless teaching with related vocabulary.
Defining Features of Errorless Teaching#
Errorless teaching is not one required prompt type or one fixed prompt hierarchy. A written procedure may identify the target response, prompt, prompt timing, consequence, and fading plan. Its defining feature is that effective assistance is arranged before the learner has a likely opportunity to make an incorrect response.
A response prompt is assistance directed toward what the learner does. It might include a gesture, model, verbal cue, or physical guidance. A stimulus prompt changes a relevant feature of instructional materials, such as the position, size, color, or emphasis of the correct item. Go to types of prompts ABA when you need to distinguish response prompts from changes to teaching materials.
Prompt fading matters because the learner should not need the same assistance indefinitely. A procedure might direct the RBT to use a smaller gesture, less physical guidance, a less prominent visual cue, or another stated prompt level. The RBT follows the planned sequence rather than changing assistance arbitrarily.
A Basic Errorless Teaching Sequence#
These are exam-study examples. Real-world implementation follows the supervising BCBA’s written plan. The RBT Ethics Code 2.0, Standard 2.02, requires RBTs to follow their supervisors’ direction.
- Present the instruction or materials. The learner encounters a direction, item, model, or teaching cue.
- Provide planned assistance. The RBT uses the prompt identified for that teaching opportunity.
- Allow a supported response. The learner has an opportunity to respond with that assistance in place.
- Deliver the stated consequence. The RBT follows the procedure for the learner's response.
- Fade assistance as written. A later opportunity may use less noticeable or less intrusive support.
A controlling prompt is the assistance that reliably produces the intended response in the described situation. It is not automatically physical guidance. Depending on the procedure, the effective support may be a model, gesture, verbal cue, positional change, or visual alteration.
Read about prompting when you want to focus on prompt procedures and fading.
Errorless Teaching Examples and Non-Examples#
| Scenario | Errorless arrangement? | Why |
|---|---|---|
| An RBT says, “Match car,” then points to the car card as directed. | Yes | The point prompt occurs before the learner selects a card. |
| An RBT waits for a wrong selection and then begins correction. | No | Additional teaching begins after an error. |
| A visual cue highlights the target before each choice and is reduced across trials. | Yes | Support occurs before the response and is systematically faded. |
| An RBT changes targets after an error without following the procedure. | No | Changing targets does not describe proactive prompting or fading. |
| A learner receives praise after independently finishing a familiar task. | No | Praise alone does not show proactive prompting or prompt fading. |
Errorless Teaching Versus Error Correction#
The difference is the order of events. In errorless teaching, the planned prompt occurs before the likely incorrect response. In an error-correction sequence, the learner has already made an incorrect response or another response specified by the teaching procedure before additional instruction occurs.
For example, consider a fictional card-identification lesson. The RBT says, “Touch kite,” and the written procedure directs a point near the kite immediately after the instruction. The learner touches the kite and receives the stated consequence. The prompt is proactive because it occurs before the learner selects a card.
On a later trial, the procedure may direct a smaller gesture. If the learner responds correctly, the smaller gesture represents a planned reduction in response-prompt assistance. The support has changed, but it still occurs before the learner chooses.
Now consider a different trial in which the learner selects a ball after hearing, “Touch kite.” The written procedure may direct the RBT to repeat the instruction, model the correct response, and allow another response. That may be an appropriate correction sequence, but it is not errorless teaching for that trial because the incorrect response happened before the additional support.
Related Concepts#
| Term | How it relates to errorless teaching |
|---|---|
| Discrete-trial teaching | A structured teaching format that can include planned prompting. |
| Response prompt | Assistance directed toward the learner's behavior. |
| Stimulus prompt | Assistance that changes a relevant material or cue. |
| Prompt fading | A planned reduction or change in assistance. |
| Error correction | A procedure that begins after an incorrect response. |
| Prompt dependency | Responding that occurs mainly when a particular prompt is present. |
Review most to least vs least to most prompting when you want to compare two ways a written prompt sequence may be arranged.
Practice Questions#
These are original fictional study questions.
1. In a fictional picture-identification procedure, an RBT must use a point cue to support early responses. Which sequence arranges proactive prompting rather than correction?
A Correct. The point cue occurs before the learner makes a choice.
B The learner makes a choice before the point cue is provided.
C Feedback follows an incorrect choice rather than preceding a response.
D Removing cards does not provide the planned point cue.
2. During fictional discrete-trial teaching, Andre selects a cup after hearing, “Touch spoon.” The RBT then repeats the direction, models touching the spoon, and gives Andre another response opportunity. Which teaching feature is illustrated?
A The assistance described follows an incorrect cup selection rather than coming first.
B Correct. The repeated direction and model occur after Andre's incorrect response.
C The scenario describes a modeled response, not a changing material cue.
D No reinforcement is described in the stated sequence.
3. A fictional matching procedure lists this prompt order: full physical assistance, partial physical assistance, then a gesture. After three correct responses with full physical assistance, the procedure directs the RBT to reduce help by one planned level. What should the RBT do next?
A Full physical help is the level used before the stated fading direction.
B A verbal answer is not listed in the prompt order.
C Correct. Partial physical assistance is the next planned level.
D The procedure directs a prompt reduction, not a target change.
4. A fictional card procedure uses this stimulus-prompt order: a wide color border around the target, a narrow border, then no border. After three correct responses with the wide border, the procedure directs the RBT to reduce the material-based cue by one planned level. What should the RBT do next?
A Keeping the wide border does not fade the cue.
B Removing the border skips the next planned level.
C Widening the border increases the stated cue.
D Correct. The narrow border is the next planned stimulus-prompt level.
Try the free RBT practice test.
FAQ
What is errorless teaching in ABA?
Errorless teaching in ABA is an instructional arrangement that provides assistance before a likely incorrect response and then reduces that assistance through a planned fading procedure. The RBT Test Content Outline (3rd ed.) lists errorless procedures as an example within C.7.
Is errorless learning ABA different from errorless teaching ABA?
Errorless learning ABA and errorless teaching ABA generally refer to the same instructional idea: arranging assistance so early responses are likely to be correct and then reducing that assistance according to a procedure.
What is errorless prompting?
Errorless prompting is assistance delivered before a likely incorrect response. It may be a response prompt directed toward behavior or a stimulus prompt that changes a relevant feature of instructional materials.
How is errorless teaching different from error correction?
Errorless teaching provides planned assistance before a likely incorrect response. Error correction starts after an incorrect response or another response identified in the written procedure.
Does errorless teaching require one prompt hierarchy?
No single hierarchy defines errorless teaching. The RBT Test Content Outline (3rd ed.) identifies C.7 as implementing stimulus and response prompt procedures with appropriate fading procedures, including errorless procedures as an example.