REFERÊNCIA DO TEXTO:

Fazzio, D. & Martin, G. L. (2011). Discrete-Trials Teaching

With Children With Autism: A Self-Instrucional Manual. Hugo
Science Press.
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CHAPTER'6'
FADING'PROMPTS'WITHIN'AND'ACROSS'TRIALS'
!
!
Prompting!is!a!useful!teaching!technique!to!increase!the!likelihood!of!correct!responses!by!a!
learner.! However,! in! everyday! life,! we! are! likely! to! be! asked! to! do! things! without! receiving!
prompts.! If! a! child! can! only! respond! when! prompts! are! provided,! the! child! is! said! to! be! prompt!
dependent.!Therefore!an!important!goal!of!teaching!is!that!students!learn!to!respond!appropriately!
to! a! variety! of! antecedents! without! accompanying! prompts.! In! this! chapter,! we! introduce! you! to!
four!strategies!for!fading!out!prompts.!Before!studying!this!chapter,!we!encourage!you!to!review!
the!description!of!fading!on!in!Chapter!2.!!

MOST/TO/LEAST'PROMPT'FADING'
A! common! strategy! for! gradually! removing! prompts! is! to! begin! with! whatever! prompt! is!
necessary!to!evoke!a!correct!response,!and!then,!across!trials,!gradually!remove!that!prompt.!This!
method!of!removing!prompts!is!called!MostJtoJLeast!fading.!It!is!also!sometimes!referred!to!as!the!
Decreasing!Assistance!method.!MostJtoJleast!fading!can!be!done!with!any!of!the!different!types!of!
prompts.!Suppose,!for!example,!that!a!teacher!decides!to!teach!a!child!to!imitate!simple!actions.!
The! teacher! might! tap! her! left! hand! on! the! table! and! say,! “Do! this,”! and! then! provide! complete!
physical!guidance!for!the!student!to!tap!the!table.!The!child!would!be!reinforced!for!doing!so.!The!
complete! physical! guidance! is! referred! to! as! a! full! physical! prompt,! indicating! that! the! entire!
response!was!prompted.!On!the!next!trial,!the!teacher!taps!her!left!hand!on!the!table!and!says,!“Do!
this,”!and!then!gently!uses!her!forefinger!and!thumb!to!lightly!touch!the!child’s!left!hand!to!imitate!
the! response.! Again,! the! imitation! would! be! reinforced.! ! The! teacher! touching! the! child! with! her!
finger! and! thumb! only! is! a! partial! physical! prompt.! After! a! couple! more! successful! trials,! the!
physical! prompting! would! be! completely! faded! to! the! point! where! the! child! would! respond!
correctly!to!the!antecedents!of!the!teacher!tapping!her!left!hand!on!the!table!and!saying,!“Do!this,”!
while!providing!a!gestural!prompt!of!pointing!to!the!child’s!left!hand.!After!a!couple!of!successful!
trials! the! teacher! might! eliminate! all! prompts! and! simply! tap! her! left! hand! on! the! table! and! say,!
“Do! this.”! Hopefully! the! child! would! respond! successfully.! In! this! example,! you! can! see! that!
prompts! were! faded! from! a! complete! physical! prompt! to! a! partial! physical! prompt! to! a! gestural!
prompt!and!to!no!prompt.!!
Now! let’s! consider! mostJtoJlest! fading! with! vocal! prompting.! Consider! the! example! of!
teaching!Grace!to!label!family!pictures.!On!the!first!trial,!suppose!that!the!teacher!showed!a!picture!
of! Grace’s! Mom! and! asked! the! question! “Who! is! this?”! and! added! a! full! vocal! prompt,! “Mom”.!
Assuming! that! Grace! correctly! said! “Mom”,! the! vocal! prompt! might! be! faded! out! on! following!
teaching!trials!so!that!the!teacher’s!prompt,!“Mom”,!would!be!faded!to!the!partial!vocal!prompt!of!
“mmm,”! then! to! “m,”! and! then! the! teacher! would! just! put! her! lips! together,! “m”! (a! modeling!
prompt),!to!no!prompt.!Finally,!when!the!teacher!asked,!“Who!is!this?”!Grace!was!able!to!correctly!
answer,! “Mom.”! In! this! example,! you! can! see! that! prompts! were! faded! from! a! full! vocal! prompt!
(“Mom”)!to!a!partial!vocal!prompt!(“mmm”)!to!a!lesser!partial!vocal!prompt!(“m”)!to!a!modeling!
prompt!(teacher!putting!her!lips!together)!to!no!prompt.!!
The! word! “intrusive”! is! often! used! to! describe! the! amount! of! prompting! that! is! given! on! a!
trial.!Complete!physical!guidance!would!be!a!mostJintrusive!prompt,!while!a!light!touch!would!be!a!
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lessJintrusive!prompt.!The!decision!to!provide!a!lessJintrusive!prompt!on!a!trial!should!be!based!on!
the! child! responding! correctly! to! a! moreJintrusive! prompt! on! the! previous! trial.! At! each! step! in!
mostJtoJleast! fading,! you! should! use! the! least! intrusive! prompt! necessary! to! ensure! a! correct!
response.!!
In! mostJtoJleast! prompt! fading! the! fading! steps! are! often! preJdetermined! and! criteria! are!
often!preJestablished!for!how!many!times!each!step!is!to!be!presented!before!progressing!to!the!
next!step.!We!will!give!examples!of!such!criteria!in!later!chapters.!
!!
Study!Questions!
56.'In'a'sentence'or'two,'describe'the'most/to/least'prompt'fading'method.'
57.'Describe'an'example'of'prompt'fading'in'which'a'physical'prompt'is'faded'from'most/to/least.'Identify'
the'full'prompt'and'one'partial'prompt'in'your'example.'
58.'Describe'an'example'of'prompt'fading'in'which'a'vocal'prompt'is'faded'from'most/to/least.'Identify'
the'full'prompt'and'one'partial'prompt'in'your'example.'

PROMPT/DELAY'FADING'PROCEDURE'
This! procedure! involves! a! gradual! increase! in! the! timing! of! the! delivery! of! the! prompt.! You!
must!first!determine!the!level!of!prompting!necessary!to!evoke!the!desired!behavior!from!the!child.!
Then,! during! the! first! few! trials,! you! provide! the! necessary! prompt! immediately! following! the!
instruction!and!the!other!antecedents!(such!as!handing!the!child!a!picture!to!match!in!a!matching!
task).! Then,! over! trials,! you! gradually! delay! the! prompt! so! that! the! child! has! an! opportunity! to!
respond! to! the! instruction! and! the! other! antecedents! without! being! prompted! to! do! so.! This!
method!for!fading!out!prompts!is!sometimes!referred!to!as!the!TimeJDelay!method.!!
In!ABA!training!programs!for!children!with!autism,!it!is!often!the!case!that!several!tutors!and!
both! parents! conduct! teaching! sessions! with! a! child.! In! order! to! increase! the! consistent!
implementation! of! DTT! across! teachers,! standardized! rules! are! often! used! for! aspects! of! the!
procedure.!For!example,!in!the!St.Amant!ABA!Program!for!Children!with!Autism,!tutors!and!parents!
frequently! use! a! standardized! promptJdelay! procedure! that! includes! four! steps.! We! will! describe!
these!steps!with!respect!to!the!task!of!teaching!a!child!to!match!pictures.!!
Suppose!that,!across!trials,!a!picture!of!a!house,!a!cat,!and!a!tree!are!randomly!placed!in!left,!
right,!and!center!positions!in!front!of!the!child.!Also,!randomly!across!trials,!that!teacher!would!say,!
“Match”!and!would!give!the!child!a!picture!that!goes!with!one!of!the!pictures!on!the!table.!At!the!
beginning! of! teaching,! when! saying! “Match,”! the! teacher! would! simultaneously! give! a! gestural!
prompt!by!pointing!to!the!correct!picture,!as!illustrated.!A!correct!matching!response!by!the!child!
would!be!reinforced.!
Then! after! 3! consecutive! correct! responses! at! the! immediate! prompting! level,! the! teacher!
would!use!a!promptJdelay!of!two!seconds.!That!is,!the!teacher!would!say,!“Match,”!give!a!picture!
to!the!child!(e.g.,!picture!of!a!tree),!wait!two!seconds,!and!then!give!the!gestural!prompt!(pointing!
to!the!tree!on!the!table).!The!child!might!respond!correctly!during!the!twoJsecond!delay!before!the!
prompt!is!given,!or!after!the!prompt,!and!would!be!reinforced!for!either!correct!response.!
After!3!consecutive!trials!in!which!the!child!responded!correctly,!either!before!or!after!the!2J
sec!delay!prompt,!the!teacher!would!use!a!4Jsec!delay!before!presenting!the!prompt.!Finally,!after!
3! consecutive! trials! in! which! the! child! responded! correctly! with! the! 4Jsec! delay! prompt,! the!
gestural!prompt!would!be!completely!eliminated.!!
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DTT!Manual!for!Kindle!J!30!
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!
Match!
!
!

!
!
This! promptJdelay! procedure! and! the! rules! for! advancing! a! step! or! returning! to! a! previous!
step!are!summarized!below:!
!
Rule'for'Advancing' Rule'for'Returning'
Step' Prompt'Delay' Prompting'Action'by'Teacher'
a'Step' a'Step'
1! 0"seconds! Prompt!Immediately!
3!Consecutive!Correct!
2! 2!seconds! Count!1!and!Prompt!on!2!
Responses!(Prompted!or! 2!Consecutive!Errors!
3! 4!seconds! Count!to!3!and!Prompt!on!4!
Independent)!
4! J! No!prompt!
*!Counting!silently!is!a!simple!and!convenient!way!to!monitor!the!number!of!seconds!of!the!delay.!
!
Regarding! a! mastery! criterion! (discussed! later),! whenever! the! child! responds! correctly! on! 3!
consecutive! trials! without! a! prompt,! then! the! child! is! considered! to! have! mastered! the! correct!
response!to!that!instruction.!!
!
Study!Questions!
59.!For!the!first!3!steps!of!the!promptJdelay!procedure,!what!is!the!time!delay!of!the!prompt!at!each!of!the!
steps?!
60.!At!Steps!1,!2,!3!in!the!promptJdelay!procedure,!how!many!correct!responses!must!occur!(before!or!after!
the!prompt)!before!advancing!to!the!next!step!in!which!the!prompt!is!delayed!longer?!
61.!In!the!promptJdelay!procedure,!if!a!child!makes!2!consecutive!errors!when!the!prompts!were!delayed!by!
2!seconds!(i.e.,!count!to!1!and!prompt!on!2)!how!long!would!the!prompt!be!delayed!on!the!next!trial?!
62.!What!is!the!mastery!criterion!for!the!promptJdelay!procedure?!

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GRADUATED'GUIDANCE'–'A'VARIATION'OF'MOST/TO/LEAST'
A! prompting! procedure! called! graduated! guidance! can! be! used! to! help! a! child! to! perform!
actions,! as! opposed! to! vocal! responses.! With! graduated! guidance,! physical! guidance,! commonly!
handJoverJhand! guidance! (i.e.! physical! guidance)! is! adjusted! from! momentJtoJmoment! during! a!
trial!as!needed!to!help!the!child!perform!the!task,!and!subsequent!trials!typically!begin!with!less!
guidance!than!preceding!trials.!Thus,!the!goals!of!graduated!guidance!are:!
a)!Within!a!teaching!trial,!to!use!the!least!intrusive!level!of!prompting!necessary!to!make!the!
behavior!occur;!adjusting!momentJbyJmoment!during!the!prompting.!!
b)! Across! successive! teaching! trials,! to! fade! out! the! level! of! prompts! as! quickly! as! possible!
from!mostJtoJleast.!
!
Study!Questions!
63.!What!is!the!goal!of!graduated!guidance!within!a!teaching!trial?!
64.!What!is!the!goal!of!graduated!guidance!across!teaching!trials?!

Guidelines'for'Graduated'Guidance:'
a)! Preliminary! assessment! to! determine! the! guidance! that! is! required.! First,! determine! the!
amount!of!physical!guidance!needed!to!help!the!child!perform!each!step!of!the!task.!Suppose,!for!
example,!that!a!teacher!is!teaching!Mary!to!eat!with!a!spoon,!and!the!initial!assessment!shows!the!
following:!
!
MARY’S'BEHAVIOR'DURING' GUIDANCE'REQUIRED'DURING'
INSTRUCTION'
INITIAL'TRIAL' INITIAL'TRIAL'
Mary!loads!the!spoon!with!food.!! Full!Guidance:!The!teacher!has!her!hand!on!Mary’s.!
Mary! moves! the! spoon! from! the! Partial! Guidance:! The! teacher! lets! go! when! the!
“Eat”! plate!to!her!mouth.!! spoon!is!close!to!Mary’s!mouth.!
Mary! puts! the! spoon! full! of! food! in! A! light! touch:! The! teacher! ensures! that! the! end! of!
her!mouth.!! the!spoon!is!completely!in!Mary’s!mouth.!!!!
!
b)!During!a!trial,!adjust!prompting!as!needed.!Within!a!trial!the!level!of!prompting!is!adjusted!
as! needed.! With! the! example! of! Mary! above,! the! guidance! within! a! trial! was! adjusted! from! full!
guidance!to!partial!guidance!to!a!light!touch.!!
c)!Across!successive!trials,!fade!out!the!prompts.!Across!trials,!prompts!(that!continue!to!be!
adjusted!within!each!trial!as!needed)!are!faded!out!as!quickly!as!possible!from!mostJtoJleast.!!

LEAST/TO/MOST'PROMPT'FADING'
Consider!the!task!of!teaching!a!child!to!imitate!simple!actions.!Suppose,!for!example,!that!the!
teacher! says,! “Do! this”! while! touching! her! nose.! If! the! child! does! not! respond,! while! continuing!
with!that!same!trial,!the!teacher!might!lightly!touch!the!bottom!of!the!child’s!arm!(trying!to!nudge!
it!in!the!direction!of!the!child’s!nose!–!first!partial!prompt).!If!the!child!still!does!not!respond,!while!
continuing!with!that!same!trial,!the!teacher!might!grasp!the!child’s!arm!and!raise!it!slightly!towards!
the!child’s!nose!(second!partial!prompt).!If!the!child!still!does!not!respond,!while!continuing!with!
that!same!trial,!the!teacher!might!raise!the!child’s!hand!to!the!front!of!his/her!nose!(third!partial!
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prompt).! If! the! child! still! does! not! touch! his/her! nose,! while! continuing! with! that! same! trial,! the!
teacher!might!finally!provide!full!physical!guidance!(full!prompt).!!
Thus,! in! LeastJtoJMost! fading,! the! level! of! prompts! is! gradually! increased! within! a! trial! until!
the!child!responds.!On!subsequent!trials,!the!teacher!would!hope!that!eventually!the!child!would!
respond! correctly! with! the! third! partial! prompt,! then! on! another! trial! with! the! second! partial!
prompt,!and!then!on!another!trial!with!the!first!partial!prompt,!and!then!on!another!trial!the!child!
would!respond!without!any!prompt.!The!leastJtoJmost!method!of!fading!is!sometimes!referred!to!
as!the!Increasing!Assistance!method,!and!as!you!can!imagine,!it!leaves!a!lot!of!room!for!the!child!to!
make!mistakes.!
!
Study!Question!
65.!Describe!an!example!of!prompt!fading!in!which!a!prompt!is!faded!from!leastJtoJmost!across!trials.!!

ERRORLESS'LEARNING'
The!prompt!fading!procedures!described!previously!in!this!chapter!are!sometimes!referred!to!
as! errorless! learning! procedures! because,! if! the! prompt! fading! procedures! are! applied! properly,!
they!minimize!the!likelihood!that!errors!will!occur.!At!one!time!it!was!believed!that!people!had!to!
make! mistakes! while! learning! in! order! to! know! what! not! to! do.! However,! research! on! prompt!
fading!procedures!has!demonstrated!that!it!is!best!to!reduce!errors!to!as!few!as!possible!because!
the! occurrence! of! frequent! errors! on! the! part! of! a! learner! has! several! disadvantages.! First,! they!
consume! valuable! time.! Second,! the! fewer! errors! that! occur,! the! more! time! the! teacher! has!
available! to! focus! on! teaching! new! skills! rather! than! correcting! errors.! Third,! because! errors!
typically! are! not! followed! by! reinforcers,! the! lack! of! reinforcement! may! be! associated! with!
emotional!side!effects!on!the!part!of!the!child,!which!disrupt!the!teaching!process.!!
An! obvious! question! to! ask! is:! which! of! the! above! four! prompt! fading! procedures! is! most!
effective?!The!answer!is!that!many!studies!have!indicated!little!or!no!difference!in!the!effectiveness!
of! these! four! prompt! fading! methods.! Therefore,! the! choice! of! which! procedure! to! use! depends!
upon! the! nature! of! the! task! and! the! initial! performance! of! the! child.! For! example,! graduated!
guidance!is!likely!to!be!used!when!teaching!a!child!some!physical!action!that!might!initially!require!
some!physical!guidance,!such!as!drawing!and!tracing,!or!making!a!bed.!The!choice!of!promptJfading!
procedure! to! be! used! should! be! guided! by! an! experienced! behavior! analyst,! as! they! have! the!
proper!training!to!make!such!decisions!for!individual!children.!!
!
Note:!In!this!manual!we!will!ask!you!to!practice!MostJtoJLeast!prompt!fading.!In!order!to!use!the!
other!prompt!fading!procedures,!you!will!likely!need!some!guidance!from!your!supervisor.!

MASTERY'CRITERION'
A! mastery! criterion! is! a! specific! guideline! for! performing! or! practicing! a! target! behavior! or!
skill,! such! that! if! the! guideline! is! met,! then! the! target! behavior! or! skill! has! been! learned! and! will!
likely! be! performed! correctly! at! a! later! time.! Let’s! suppose,! for! example,! that! for! the! task! of!
teaching! Anna! to! point! to! pictures! of! a! cat,! a! house,! and! a! tree! when! they! are! named! by! the!
teacher,!the!mastery!criterion!is!set!at!90%.!With!this!criterion,!when!Anna!responds!correctly!and!
independently!on!9!of!10!trials,!she!would!be!considered!to!have!demonstrated!mastery.!!
!

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Study!Question!
66.'Why'are'prompt/fading'procedures'sometimes'called'errorless'learning'procedures?'
67.'What'is'the'meaning'of'mastery'criterion?'Give'an'example.''

STOP'AND'TEST'YOURSELF'
Before!continuing!you!need!to!ensure!that!you!have!complete!mastery!of!the!study!questions!in!
bold.! Previously,! we! encouraged! you! to! learn! the! answers! to! each! of! the! study! questions! as! you!
encountered!them.!We!now!encourage!you!to!retest!yourself!on!the!questions!in!bold.!Take!one!
more! look! at! each! of! them! and! see! if! you! can! state! each! answer! without! looking! at! the! chapter!
again.!Don’t!continue!until!you!can!answer!all!of!the!questions!in!bold!correctly.!
!
! 'Chapter'6'Study'Questions'for'Self/Test'
56.'In'a'sentence'or'two,'describe'the'most/to/least'prompt'fading'method.'
57.'Describe'an'example'of'prompt'fading'in'which'a'physical'prompt'is'faded'from'most/to/least.'Identify'
the'full'prompt'and'one'partial'prompt'in'your'example.'
58.'Describe'an'example'of'prompt'fading'in'which'a'vocal'prompt'is'faded'from'most/to/least.'Identify'
the'full'prompt'and'one'partial'prompt'in'your'example.'
59.!For!the!first!3!steps!of!the!St.!Amant!promptJdelay!procedure,!what!is!the!time!delay!of!the!prompt!at!
each!of!the!steps?!
60.!In!the!St.!Amant!promptJdelay!procedure,!how!many!correct!responses!must!occur!before!advancing!to!
the!next!step!in!which!the!prompt!is!delayed!longer?!
61.!In!the!St.!Amant!promptJdelay!procedure,!if!a!child!makes!2!consecutive!errors!when!the!prompts!were!
delayed!by!2!seconds!(i.e.,!count!to!1!and!prompt!on!2)!how!long!would!the!prompt!be!delayed!on!the!next!
trial?!
62.!What!is!the!mastery!criterion!for!the!St.!Amant!promptJdelay!procedure?!
63.!What!is!the!goal!of!graduated!guidance!within!a!teaching!trial?!
64.!What!is!the!goal!of!graduated!guidance!across!teaching!trials?!
65.!Describe!an!example!of!prompt!fading!in!which!a!prompt!is!faded!from!leastJtoJmost!across!trials.!!
66.'Why'are'prompt/fading'procedures'sometimes'called'errorless'learning'procedures?'
67.'What'is'the'meaning'of'mastery'criterion?'Give'an'example.''
!
' '

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MASTERY'TEST'ON'SECTION'I'
CHAPTERS'1/6'
!
! Before!continuing!you!need!to!ensure!that!you!have!complete!mastery!of!the!40!boldfaced!
study! questions! from! the! first! six! chapters.! Those! questions! are! listed! below.! Put! the! number! of!
each! question! on! a! small! separate! piece! of! paper! and! fold! each! piece! so! that! you! can’t! see! the!
numbers.!Then!select!10!of!the!pieces!of!paper!and!test!yourself!on!those!10!questions.!If!you!can!
correctly! answer! the! questions! that! you! selected,! continue! with! Chapter! 7.! If! not,! restudy! the!
relevant!material!for!the!question(s)!for!which!you!didn’t!know!the!answer(s)!and!repeat!the!test.!
The!number!in!parentheses!at!the!end!of!each!question!is!the!page!number!where!you!will!find!the!
answer.!Don’t!continue!until!you!can!answer!the!10!randomly!selected!questions!correctly.!!
!
4.! Define!behavior!and!give!two!examples.!(5)!
5.! Define!stimuli!and!give!two!examples.!(5)!
6.! What!do!behavior!analysts!call!the!stimuli!that!exist!just!before!a!person’s!behavior?!(6)!
9.! Briefly!describe!the!three!components!of!a!single!discreteJtrial.!(7)!
10.! Describe!an!example!of!a!discrete!trial.!(7)!
13.! Define!positive!reinforcer!and!give!an!example.!(10)!
15.! Describe!an!example!of!positive!reinforcement!of!a!desirable!response,!and!identify!the!
! antecedent,!response,!immediate!consequence,!and!probable!result.!(11)!
16.! Describe!an!example!of!positive!reinforcement!of!an!undesirable!response,!and!identify!the!
antecedent,!response,!immediate!consequence,!and!probable!result.!(11)!
17.! Describe!the!two!parts!(the!procedure!and!the!result)!of!the!principle!of!extinction.!(12)!
18.! Describe!an!example!of!extinction,!including!the!antecedent,!response,!immediate
! consequence,!and!probable!result.!(12)!
21.! Explain!the!difference!between!extinction!and!punishment.!(12J13)!
22.! Define!shaping.!(13J14)!
23.! Describe!an!example!of!shaping.!(14)!
24.! Define!fading.!(14)!
25.! Describe!an!example!of!fading.!(15)!!
26.! Across!trials,!what!part!of!a!behavioral!contingency!gradually!changes!during!shaping,
! and!what!part!gradually!changes!during!fading?!(14J15)!
31.! What!is!a!preference!assessment?!(18)!
33.!! List!five!strategies!for!obtaining!information!about!which!reinforcers!to!use!during!a!
! teaching!session?!(19J20)!
34.!! What!is!a!child!required!to!do!in!a!visual!identity!matching!task?!Give!an!example.!(22)!
37.!! From!the!data!sheet!for!matching,!on!the!first!trial!of!matching!training,!which!picture!is!put!to!
the!left,!which!in!the!middle,!and!which!to!the!right!when!they!are!placed!in!front!of!the!child?!
(23)!
38.!! From!the!data!sheet!for!matching,!on!the!third!trial,!which!picture!would!you!give!to!the!child!
to!match!to!one!of!the!three!pictures!on!the!table?!(23)!

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39.!! Describe!an!example!of!the!antecedents!(the!arrangement!of!the!3!stimuli!and!the!
instructions)!at!the!beginning!of!a!trial!to!teach!a!child!to!point!to!a!named!picture.!(24)!
41.!! Describe!the!antecedents!at!the!beginning!of!a!trial!to!teach!a!child!to!imitate!touching!his/her!
nose.!(25)!!
42.!! Define!SD!and!give!an!example.!Describe!the!antecedent,!response!and!consequence!in!your!
example.!(27)! !
43.!! Define!SΔ!and!give!an!example.!!Describe!the!antecedent,!response!and!consequence!in!your!
example.!(27)!! !
45.!! Define!prompt.!(28)!
46.!! What!is!physical!guidance?!Give!an!example.!(28)!
47.!! What!is!a!modeling!prompt?!Give!an!example.!(28)!
48.!! What!are!modeling!prompts!sometimes!called?!(28)!!
49.!! What!is!a!gestural!prompt?!Give!an!example.!(29)!
50.!! What’s!the!difference!between!a!gestural!prompt!and!a!modeling!prompt?!(28J29)!
51.!! What!is!a!vocal!prompt?!Give!an!example.!(29)!
53.!! What!is!an!environmental!prompt?!Give!an!example.!(29)!
54.! What!is!an!inadvertent!prompt?!Give!an!example.!(30)!
55.!! What!are!three!guidelines!for!avoiding!inadvertent!prompts?!(30)!
56.! In!a!sentence!or!two,!describe!the!mostJtoJleast!prompt!fading!method.!(32)!
57.!! Describe!an!example!of!prompt!fading!in!which!a!physical!prompt!is!faded!from!mostJtoJleast.!
Identify!the!full!prompt!and!one!partial!prompt!in!your!example.!(32)!
58.!! Describe!an!example!of!prompt!fading!in!which!a!vocal!prompt!is!faded!from!mostJtoJ!least.!
Identify!the!full!prompt!and!one!partial!prompt!in!your!example.!(32J33)!
66.!! Why!are!promptJfading!procedures!sometimes!called!errorless!learning!procedures?!(37)!
67.!! What!is!the!meaning!of!mastery!criterion?!Give!an!example.!(37)!

DTT!Manual!for!Kindle!J!36!