Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders
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Appendix B<br />
Hierarchy of Prompts<br />
Prompts are often used to support learning and behaviour of students <strong>with</strong> <strong>Autism</strong> <strong>Spectrum</strong><br />
<strong>Disorders</strong>. Prompts should be faded as soon as possible in order to help the student grow in<br />
independence. Prompts range from high to low in intrusiveness. As learning occurs, teachers<br />
should move from high to low on the continuum. Ideally, prompts will be faded completely.<br />
INTRUSIVENESS VERBAL GESTURAL PHYSICAL<br />
Least intrusive<br />
Most intrusive<br />
Use command<br />
word to begin or<br />
end step<br />
Use command<br />
word to explain part<br />
of step<br />
Use language to<br />
explain part of step<br />
Gesture student to<br />
begin step or end<br />
step<br />
Point to item or<br />
items<br />
Gesture full<br />
movement of<br />
actions required<br />
Source: Provincial Outreach Program for <strong>Autism</strong> and Related <strong>Disorders</strong>, B.C.<br />
Touch arm, hand<br />
Guide arm or hand<br />
to the required<br />
action<br />
Manipulate arm or<br />
hand through<br />
beginning of step<br />
Manipulate arm,<br />
hand, or body<br />
through total step<br />
102 <strong>Teaching</strong> <strong>Students</strong> <strong>with</strong> <strong>Autism</strong> <strong>Spectrum</strong> <strong>Disorders</strong>
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