Types of prompts ABA uses are temporary antecedent supports that help a learner respond correctly by adding assistance to responding or by changing a feature of the teaching stimulus. The RBT Test Content Outline (3rd ed.) names stimulus prompts, response prompts, and appropriate fading procedures in task C.7.
The examples below are original study scenarios. In practice, an RBT follows the supervising BCBA’s written plan. The RBT Ethics Code 2.0 directs RBTs to follow supervisor direction and raise questions or concerns about their services with their supervisor.
Types of Prompts: Response and Stimulus#
Ask one question to distinguish the two broad prompt types: What changed before the learner responded? If the RBT added help to the learner’s behavior, it is a response prompt. If the RBT changed the instructional item or its arrangement, it is a stimulus prompt.
| Prompt class | What changes? | Original example |
|---|---|---|
| Response prompt | Help added to the learner’s response | After saying, “Touch the star,” the RBT points to the star. |
| Stimulus prompt | A feature or arrangement of materials | The star card is placed closer than the other cards. |
Response prompts#
A response prompt ABA procedure supplies assistance for the learner’s behavior. The written procedure identifies which prompt to use and when to use it.
- Full physical prompt: The RBT provides physical guidance through a response. For example, an RBT guides Eli’s hands while he closes a container.
- Partial physical prompt: The RBT provides less physical assistance, such as supporting Eli’s wrist while he completes part of a movement.
- Model prompt: The RBT demonstrates an action for the learner to copy, such as tapping a drum.
- Verbal prompt: The RBT gives spoken help beyond the task direction.
- Gestural prompt: The RBT uses a movement, such as pointing toward an item or nodding toward a location.
Telling someone to do something is a verbal prompt only when the words provide help beyond the original task cue. “Put the marker in the cup” may be the initial instruction. If the learner pauses and the RBT adds, “Pick up the marker,” that added statement functions as verbal assistance.
Stimulus prompts#
A stimulus prompt ABA procedure changes an aspect of the item, cue, or arrangement the learner contacts before responding. It does not guide the learner’s body through the response.
Stimulus prompts can involve position, movement, size, intensity, or temporary visual features. An RBT may place a target card closer than comparison cards, briefly move a target object, begin with a larger target picture, or add a border near the target.
Suppose a learner must choose a kite picture from three cards. Moving the kite card closer is a positional stimulus prompt. Adding a bold border around the kite is also a stimulus prompt. Pointing at the kite after giving the direction is a gestural response prompt because the RBT adds assistance to responding.
Example and non-example contrasts#
| Contrast | Example | Non-example | Reason |
|---|---|---|---|
| Initial direction versus added verbal help | The RBT says, “Touch blue,” then adds, “Blue circle,” after a pause. | The RBT says only, “Touch blue.” | The added words are verbal help; the first direction is the task cue. |
| Moving materials versus guiding movement | The RBT moves the target card closer to Noor. | The RBT guides Noor’s hand toward the target card. | Moving the card changes materials; guiding the hand assists responding. |
| Antecedent help versus a consequence | The RBT points toward the target before a selection. | The RBT gives a sticker after a selection. | Pointing occurs before responding; the sticker occurs afterward. |
Go to the prompting study guide for focused practice with prompting procedures. Visit the ABA terms hub to find related ABA vocabulary.
Fading Prompts#
The RBT Test Content Outline (3rd ed.) states that task C.7 is to implement procedures using stimulus and response prompts that include appropriate fading procedures, including errorless procedures, least-to-most prompting, stimulus fading, and time delay. Fading is the planned reduction of extra assistance so the learner has more opportunities to respond to the instruction and relevant materials.
| Fading procedure | What changes? | Original example |
|---|---|---|
| Least-to-most prompting | Assistance begins lower and increases as written | A procedure calls for a gesture before a model. |
| Most-to-least prompting | Higher assistance is gradually reduced | Physical guidance becomes lighter across steps. |
| Time delay | The wait before a prompt changes | The RBT waits longer before modeling. |
| Stimulus fading | An added material feature becomes less noticeable | A thick target border becomes thinner. |
Fading is not simply stopping help without a procedure. A written procedure may identify the prompt, timing, response criterion, and next reduction. If a target picture begins larger and later matches the size of other pictures, the fading concerns a stimulus feature. If the wait before a spoken cue becomes longer, the procedure uses time delay.
Errorless teaching uses prompts to reduce opportunities for errors; see the errorless teaching ABA guide when it becomes available. The table above compares least-to-most and most-to-least prompting.
Prompts and related concepts#
A prompt occurs before or during an opportunity to respond. Reinforcement concerns what follows behavior and whether that consequence increases future responding under similar conditions. Go to reinforcement vs punishment when a scenario focuses on what happens after a response.
Prompting differs from shaping. Prompting provides antecedent assistance for a target response, while shaping uses consequences for progressively closer forms of behavior. Visit shaping when the focus is successive approximations.
Try the free RBT practice test.
Practice Questions#
1. During a picture-selection program, Laila’s written procedure calls for a positional stimulus prompt. Three picture cards are in front of her, and she has not responded. What should the RBT do next?
A Correct. Moving the card closer follows the stated positional prompt.
B Pointing does not make the positional material change named in the procedure.
C Saying the name is not the positional change specified in the procedure.
D Hand guidance is not the positional material change called for.
2. Mateo’s written plan says to give the direction, wait 3 seconds, and model the action if he does not begin. The direction was given, and Mateo has not started after 3 seconds. What should the RBT do next?
A Repeating the direction is not the action listed after the wait.
B Correct. The plan directs the RBT to model after the stated wait.
C Touching Mateo’s elbow is not the model stated in the plan.
D Moving an item is not the model action identified in the procedure.
3. A dressing program states that full guidance is used first and partial guidance is used after Priya independently starts the zipper movement. Priya starts the zipper without help but stops before finishing. What should the RBT do next?
A Full guidance does not match the next level stated after independent starting.
B Verbal cues are not the partial guidance described in the program.
C Correct. Light wrist support is partial physical assistance, as specified.
D Moving the zipper tab is not the physical guidance named in the procedure.
4. A written procedure uses a model prompt after a time delay. The prior opportunity used the written 2-second delay. On the current opportunity, the written delay is 5 seconds. The direction was given 3 seconds ago, and the learner still has not begun. What should the RBT do next?
A Modeling now ends the current delay before the written interval is complete.
B Waiting 5 additional seconds would exceed the written current interval.
C Waiting 1 additional second would create a shorter interval than stated.
D Correct. Two more seconds completes the written delay before modeling.
5. A learner selects a target picture from an array. The written procedure uses a 6-mm dark border around the target and states that, after a set meets its written fading criterion, the next set uses a 3-mm border. The prior set met the criterion, and the next set is about to start. Which change should the RBT make?
A Correct. The next written step changes the border from 6 mm to 3 mm.
B Keeping the thicker border does not make the specified next change.
C Removing the border changes it beyond the written next step.
D Adding another border does not follow the stated reduction in border size.
FAQ
What is a verbal prompt in ABA?
A verbal prompt is spoken assistance given beyond the initial task direction. It may provide an answer, an initial sound, a partial word, or another spoken cue identified in a procedure.
What is a stimulus prompt in ABA?
A stimulus prompt changes or emphasizes part of the instructional material before the learner responds. Positioning an item closer, changing its appearance, or adding a temporary outline are examples.
What is a response prompt in ABA?
A response prompt adds assistance to the learner’s behavior. Physical guidance, modeling, gesturing, and added spoken cues can function as response prompts.
Is a physical prompt the same as a stimulus prompt?
No. A physical prompt guides movement and is a response prompt. A stimulus prompt changes the materials or instructional cue rather than guiding the learner’s body.
How does fading relate to prompts?
Fading reduces planned assistance over time. A fading procedure may reduce response assistance, reduce an added stimulus feature, or increase the wait before a prompt.