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Prompting is temporary help added so a learner can contact the correct response before the natural cue controls that response. Tested under C.7 of the BACB RBT Test Content Outline (3rd ed.), the RBT-level skill is implementing stimulus and response prompts with fading procedures as written.
How C.7 Appears In Study Scenarios#
The RBT Test Content Outline (3rd ed.) states C.7 as: "Implement procedures using stimulus and response prompts that include appropriate fading procedures (e.g., errorless, least-to-most, stimulus fading, time delay)." That wording points to following a written procedure, not designing a hierarchy independently.
C.7 practice scenarios can ask learners to:
- Identify whether assistance changes the response or the stimulus.
- Match a support sequence to errorless teaching, least-to-most help, stimulus fading, or time delay.
- Notice whether the natural cue is gaining control or the extra help is still controlling the response.
The parent rbt behavior acquisition study guide shows where C.7 sits among Domain C teaching tasks. The rbt practice test behavior acquisition mixes prompting with other Domain C tasks so the topic label does not give away the answer.
Prompt Types And Fading Methods#
The table below separates what kind of help is added from how that help is removed or delayed.
| Term | Plain-language cue | Example in a study scenario | RBT-level focus |
|---|---|---|---|
| Response prompt | Help produces the learner's response. | A model, gesture, verbal cue, or physical guidance helps the response occur. | Deliver the listed help and record the response level. |
| Stimulus prompt | The material or cue is changed. | The correct card is larger, brighter, closer, or highlighted at first. | Present materials as written and reduce the extra feature as specified. |
| Prompt fading | Assistance is reduced across opportunities. | Full guidance becomes light touch, then a gesture, then no added help. | Follow the fading step instead of jumping ahead or staying too helpful. |
| Time delay | The wait before help changes. | The RBT waits several seconds before modeling. | Use the assigned delay and score whether the response occurred before help. |
| Errorless teaching | Strong help is arranged early. | The first teaching trials begin with enough support for correct responding. | Use the planned support rather than waiting for repeated mistakes. |
The separate types of prompts aba guide breaks down verbal, gestural, model, physical, positional, and visual help when a study scenario depends on the form of assistance.
Implementation Pattern#
The steps below describe the C.7 pattern for exam study, not instructions for changing a real client program outside a supervising BCBA's written plan.
- Read the natural cue, prompt type, timing, fading rule, and data code.
- Present the natural cue or materials as listed.
- Add, fade, delay, or remove help only as the procedure says.
- Record independent, prompted, incorrect, or no-response data according to the sheet.
- Report errors or dependence on extra help rather than changing the sequence independently.
Prompt hierarchies differ by how support changes across teaching. The most to least vs least to most prompting comparison is the better next page when the hard part is whether the sequence starts with more help or adds help after waiting.
Examples And Non-Examples#
The examples below show when C.7 is the main task and when another Behavior Acquisition task is more direct.
| Scenario | Example? | Why |
|---|---|---|
| A learner hears "point to spoon," the RBT models pointing at first, and later waits before modeling. | Yes, time delay with a response prompt | Added help is delayed so the learner can respond to the natural cue first. |
| The correct picture card is highlighted at first, then the highlight is made lighter across trials. | Yes, stimulus fading | The stimulus feature changes while the target response stays the same. |
| The RBT teaches a laundry routine by having the learner practice every step in order. | Not mainly C.7 | The ordered routine points more directly to task analysis and chaining. |
| The learner says "cup" only when a cup is present and not when a plate is present. | Not mainly C.7 | The contrast is responding to different stimuli, which points more directly to discrimination training. |
Prompts can support discrimination teaching, but the answer changes when the relevant issue is what controls the response. Use stimulus control transfer aba when the study scenario turns on the target stimulus rather than the amount or timing of help.
Worked Cue-Transfer Scenario#
This scenario shows how one teaching plan can move from extra help toward independent responding.
| Teaching moment | Written support | What the RBT records | Study interpretation |
|---|---|---|---|
| First trials | The RBT immediately models the sign after the cue. | Prompted correct | Strong response help is part of the early procedure. |
| Later trials | The RBT waits 3 seconds before the model. | Independent before the model; prompted after the model | The delay gives the natural cue a chance to control the response. |
| Transfer trials | The RBT shows only the routine cue and materials. | The data code named by the sheet | The procedure checks whether the response occurs without added help. |
| Problem pattern | The learner responds only after a gesture. | Prompted responding continues | Extra help may still control the response. |
The table is original study practice, not official exam wording.
The next task, C.8, asks about extending learned behavior across people, settings, stimuli, or responses. Review stimulus generalization when the scenario shifts from reducing help to using the skill in new appropriate situations.
Sibling Concepts#
The table below separates prompting from nearby concepts that can appear in the same teaching scene.
| Concept | How it differs from C.7 | When it applies |
|---|---|---|
| Discrimination training | Responding differs when stimuli differ. | The stem asks which stimulus controls the response. |
| Task analysis and chaining | Ordered routine steps are taught. | The stem asks whether instruction starts first, last, or across the whole chain. |
| Shaping | Closer forms of one response are reinforced. | The stem shows gradual changes in response form. |
| Generalization | Performance extends across examples. | The stem moves the skill across people, settings, materials, or responses. |
Prompt dependence belongs near C.7 because fading is meant to prevent extra help from becoming the controlling cue. The dedicated prompt dependency page covers that pattern when the concern, rather than the fading procedure, is the main study intent.
Practice Questions#
These original items test implementation of C.7 from the RBT Test Content Outline (3rd ed.) without using recalled exam content.
1. A teaching sheet says Avery should hear "zip coat," then receive full hand-over-hand help at first, lighter wrist touch later, and no added help once the zipper cue controls the response. What change is the sheet planning?
A Correct. The written sequence reduces response assistance until the natural cue can evoke the response.
B Token prices concern an exchange system, not changes in assistance.
C Interval data score behavior during time blocks rather than describe teaching support.
D Crisis steps address safety procedures, not acquisition support.
2. During letter matching, the correct card is bright red at first and then made lighter until ordinary black letters remain. What is changing?
A Consequence amount would change the result after behavior, not the appearance of the matching material.
B Correct. The extra stimulus feature is being reduced while the target response stays the same.
C Task step order belongs to chaining rather than a changed card feature.
D Session location would matter for generalization, not fading a card highlight.
3. A plan says to wait 3 seconds after "touch cup" before giving a model, so Jordan can answer before extra help appears. Which procedure fits?
A Backward chaining teaches the final step of a routine before earlier steps.
B Response cost removes a reinforcer after behavior and belongs to behavior reduction.
C Correct. The procedure changes the wait between the natural cue and added help.
D Rate count summarizes responses over time rather than changing when help appears.
4. During sign practice, Nia receives a model only after she does not respond to the natural cue; earlier sessions started with hand guidance. What sequence is shown?
A Stimulus fading would change features of the materials or cue, not move through levels of response help.
B Response cost removes a reinforcer after behavior and does not teach a sign here.
C Whole-interval data score whether behavior lasts through intervals.
D Correct. The sequence now starts with less help and adds support only after no response.
5. A learner says "open" only after the adult points at the box, even after many practice trials. The sheet says the box should cue the word. What concern fits?
A Correct. The learner is responding to the added point rather than the box cue named in the sheet.
B Strong maintenance would mean a learned response continues after teaching, which is not shown.
C New assessment would sample current skills, but the scenario describes an existing teaching procedure.
D Better transfer would mean the natural cue is gaining control, not the added point.
FAQ
What is prompting in ABA?
Prompting in ABA is extra help added so the learner can make the target response. The teaching goal is natural-cue control.
What is prompt fading?
Prompt fading is the planned reduction, delay, or removal of extra help. Physical help may become lighter, a model may appear later, or an added feature may disappear.
What is verbal prompting?
Verbal prompting is spoken or written assistance that helps the learner respond. For RBT study, check whether the response is scored as prompted or independent.
When using most-to-least prompting, where does teaching start?
Most-to-least prompting starts with more help, then reduces help according to the written procedure. Least-to-most starts with less help, then adds support if needed.
Sources
- RBT Test Content Outline (3rd ed.), updated 09/2024, overview, Domain C allocation, and C.7 task statement.
- RBT Handbook, updated 06/2026, Examination section for scored-item language.