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Overview

Prompting procedures include any assistance given to individuals with autism spectrum disorder (ASD) that assist them in using a specific skill. Prompting can be used to teach a variety of skills, including seeking information, pointing to objects, initiating and responding to greetings, and remaining "on task." The use of prompting procedures increases the probability that individuals with ASD use target skills correctly. This module will provide information on the various types of prompts, the steps required for least-to-most prompting and guidance on implementing prompting with fidelity.

  • What's Included
  • 67 pages
  • Pre/post-assessments
  • Optional $25 certficate
  1. Identify the prompting procedures that can be used to teach learners with ASD new skills
  2. Distinguish between response prompting and stimulus prompting procedures.
  3. Describe the steps for implementing each of the prompting procedures
  4. Describe data collection systems for each prompting procedure to monitor the progress of learners with ASD, and how to fade prompts so that learners with ASD do not become dependent upon others to use target skills

Module Authors

Jennifer Neitzel, Ph.D.

Jen Neitzel, Ph.D. is founder and Executive Director of the Educational Equity Institute. Dr. Neitzel was a Research Scientist at FPG Child Development Institute at the University of North Carolina. She worked on various projects including the National Professional Development Center on Autism Spectrum Disorders (NPDC). As a Content Specialist at NPDC, she developed online modules focused on evidence-based practices (EBP) to implement with children and youth with ASD. Dr. Neitzel presents at state and national conferences and is published in peer-reviewed journals. She is the author of the upcoming book, Achieving Equity and Justice in Education through the Work of Systems Change.

Module Contributors

National Professional Development Center on Autism Spectrum Disorders

The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities-the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age.

Module Content Provided By

Content for this module was developed by The National Professional Development Center On Autism Spectrum Disorders

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