A Decision-Making Tool for Evaluating and Selecting Prompting Strategies

Abstract

Literature has demonstrated the successful application of various prompts and prompt-fading procedures for teaching clients with intellectual and developmental disabilities. However, few practical resources exist to guide behavior analysts in the evaluation and selection of a prompting strategy for a given client and a targeted skill. In this article, we describe the development of a decision-making tool for selecting and evaluating prompting strategies, highlighting steps needed prior to evaluating clinical outcomes associated with the use of the tool. We used a multiple baseline across participants design to assess the ease with which graduate students could apply the decision-making tool with clients across a variety of skills. Results indicated that the participants learned to apply the decision-making tool with relatively limited involvement from a trainer. Social validity data collected from participants suggested that they found the tool helpful. Results contribute to the literature on the development of decision-making tools to guide behavior analysts in the selection of interventions to use with clients.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-022-00722-8.

Keywords: decision-making tool; prompt fading; prompting strategy; prompts; self-instruction.

Fig. 1

Flowchart for Selecting the Appropriate Prompt-Fading Strategy

Fig. 2

Performance on Each Procedural Component for Participants Who Completed In-Person Training. Notes. Numbers on the y-axis refer to the procedural components: (1) correct assessment of unsure variable, (2) correct selection of types of prompts (Steps 1 and 1a of the SWEEPS), (3) correct selection of the prompt-fading strategy (Steps 2 and 2a), (4) correctly conducted LTM probe (Step 3), (5) correct selection of the initial prompt level (Step 3). Asterisks denote generalization probes with an actual child. Arrow denotes that the participant received feedback between sessions

Fig. 3

Performance on Each Procedural Component for Participants Who Completed Video-Based Training. Notes. Numbers on the y-axis refer to the procedural components: (1) correct assessment of unsure variable, (2) correct selection of types of prompts (Steps 1 and 1a of the SWEEPS), (3) correct selection of the prompt-fading strategy (Steps 2 and 2a), (4) correctly conducted LTM probe (Step 3), (5) correct selection of the initial prompt level (Step 3). Arrow denotes that the participant received feedback between sessions