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Prompt Hierarchy LEAST Visual Intermediate Model Controlling Full Physical Tips: *Give the instructions or directives using verbal directions and a visual if needed. When prompting after that first directive is given, avoid using verbal. Research shows that verbal prompting with our students on the spectrum can lead to prompt dependence. *If having to use physical prompting- do from alongside, or behind the student to remove yourself from their view. Research shows this avoids prompt dependence with students on the spectrum. *Use the lowest level prompting needed (visual ideal). If prompting is needed more than 3 times, than prompting is not intense enough (move to a more controlling prompt- modeling or full physical). *Always consider: Was the first instruction/directive given clearly? Did I have the student’s attention before it was given? Does the student need a visual with verbal instruction/directive?
