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Possible Hierarchy for Prompts: Signed Mands


As with vocal mands, the actual process for fading prompts will be determined by the quality of response emitted by the learner. Here is an example of prompt fading for a student who uses sign language.


Chart 11

Possible Hierarchy for Prompts: Signed Mands
StepAntecedentBehaviorConsequence
1 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
Adult provides full hand over hand physical prompt for sign
Ball is physically present 		Signs "ball"Gets the ball
2 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
Adult provides partial hand over hand physical prompt for sign (first step of prompt fade)
Ball is physically present
3 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
Adult prompts sign at wrist (partial physical prompt with fade)
Ball is physically present
4 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
Adult prompts sign at elbow (partial physical prompt fade)
Ball is physically present
5 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
Adult moves hand toward child’s arm but doesn’t make contact (prompt fade)
Ball is physically present
6 Child wants the ball (MO)
Adult says “ball” vocally
Adult signs “ball” (model prompt)
7 Child wants the ball (MO)
Adult says “ball” vocally
8 Child wants the ball (MO)


These examples represent possible strategies to fade prompts. Remember, however, that prompt fading involves an analysis of both the motivative variables and student level of response. For items in which there is a relatively strong motivative operation, less prompts and more rapid prompt fading can occur. This is also the case for students who have acquired the ability to easily pronounce or echo what is said to them. Prompt fading may be a slower process for children who are less motivated and for whom speaking or signing is more difficult.

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