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ABA Course Details

Volume 2: 42 min.

Sample Video


Prompting procedures include a variety of assistive cues that instructors use to promote accurate responding from learners.  While the success of all skill-building interventions is ultimately measured by a student’s independence, prompting is a necessary means to that end, and the precise use of those procedures is critical.  This module will include specific information and examples related to the following:  rationale for using prompts, different types of useful prompts, and prompting hierarchies.


While prompts are needed to cue correct responding initially, independent responding cannot occur until those prompts are gradually removed.  The process by which this occurs is referred to as fading.  Basically, fading is the process by which independence is increased by using less and less “intrusive” prompts, until none are needed.  This module includes the specific strategies for instructors to use prompts while always actively working towards the fading those prompts.


Shaping an individual’s behavior involves differentially reinforcing approximations of a desired behavior.  That is, over many opportunities, by providing reinforcement for behaviors that are gradually and successively closer to the desired behavior, performance can be shaped over time.  In this module, shaping procedures and examples will be presented in detail, including several that are relevant for many children with autism, such as sitting and responding to instruction, as well as waiting for and/or giving up reinforcement.

Errorless Teaching:

Errorless teaching is an antecedent strategy.  This means that errorless teaching procedures occur before errors—prompts are used to prevent a student from making errors, then faded on subsequent “trials.”  Instruction and video examples in this module detail the use of errorless teaching procedures, which are presented in a most-to-least prompting hierarchy (differing from more-commonly used least-to-most prompting hierarchies), and the particular importance of this strategy for children with Autistic Spectrum Disorders.

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