ABA Prompt Fading: Procedures, Examples and Best Practices

Most-to-Least Prompt Fading
MTL prompt fading moves from the most intrusive prompts to the least. This strategy allows students to learn a task gradually and systematically, resulting in fewer errors and less frustration. Hatwig says that the MTL strategy is best for teaching new skills to a young student, such as writing their name or phone number.

A 2016 study by the Association for Behavioral Analysis International found that MTL prompting led to the quickest skill acquisition in preschool children.

Least-to-Most Prompt Fading
Least-to-most (LTM) prompt fading starts with the least intrusive prompts (like time delay) and moves to the most intrusive (full physical). Starting with the least assistance allows the learner to show independence and initiate a response. It’s the most intuitive approach to teaching.

“The LTM strategy is useful when the learner has observed or been in contact with the skill and needs help mastering it,” Hatwig says. An example is identifying common animals. BCBAs call this tacting, which means naming or labeling living things, objects, or events that we experience through our five senses.

Graduated Guidance Prompt Fading
This is a variation of most-to-least prompting. Graduated guidance involves providing physical guidance only as needed and fading this assistance immediately as the learner starts to perform the task independently. This method allows for immediate correction of errors and ensures that the learner always receives the least amount of help necessary to complete the task.

Time Delay Prompt Fading
Time delay involves introducing a delay between the instruction and the prompt. This delay allows the learner to respond independently before the prompt is provided. Initially, the delay is short, but it gradually increases as the learner becomes more proficient in performing the task without prompts.

The two types of time delay are:

1. Constant Time Delay: A fixed amount of time (e.g., 3 seconds) is consistently used between the SD and the prompt.
2. Progressive Time Delay: The time interval is gradually increased (e.g., starting with 1 second, then 2 seconds, and so on).

Example of Fading a Physical Prompt
You are teaching a learner to clap their hands. First, put your hands over theirs and help them physically complete the action (hand over hand). After they master that skill with the physical prompt, fade the level of physical assistance by moving your hands to lightly touch their forearms to guide the learner to put their hands together and clap. Continue gradually fading the physical prompt (e.g., lightly touching elbows) until the learner is ready to fade to instruction without physical assistance.

Example of Fading a Verbal Prompt
You are teaching your student “Cody” to say his name when asked, “What is your name?” Hatwig first uses a natural cue, asking, “What’s your name?” She then immediately provides a full verbal model by saying “Cody” for the learner to copy.

“After he masters his name with the full verbal model, I will move to a partial verbal prompt by just starting the word without saying the entire name for him (e.g., “Co-“). If the learner masters saying their full name after just my partial verbal prompts, I can fade more to just the first syllable (e.g., “C-“) and then fade the prompt completely,” she explains.

Example of Fading a Visual Prompt
“Visuals are a great tool for learners,” Hatwig says. “It’s also a great step for prompt fading so that the learners don’t become prompt-dependent on our vocal or physical assistance.”

Hartwig says she likes to start by teaching the tact (labeling) or a skill that falls under LRFFC, which means “Listener Responding by Function, Feature, and Class.”

“For example,” she says, “I use a picture of shoes as a prompt for the intraverbal ‘You tie your __.’ Once the learner responds consistently with the visual, we can fade the visual so the learner can complete “You tie your … shoes” without any prompts.”

Example of Fading Stimulus Prompts
When teaching a learner to draw a circle, Hatwig says she starts by having them trace a fully outlined circle. After they consistently trace the circle accurately, she gradually fades the darkness of the shape until the circle is fully faded, and the learner can draw a circle independently without tracing anything.

According to a 2017 study by the Journal of Developmental and Physical Disabilities, stimulus prompting was more effective and efficient than response-prompting procedures.

Learn more about fading ABA stimulus prompts.

Example of Fading Proximity Prompts
An example of proximity prompts that Hatwig uses is gradually increasing the distance between herself and the learner. This works for teaching independent table tasks as well as independent leisure tasks. Hatwig starts by sitting next to the learner as they play a game independently, then fades to standing 3 feet away, and then 6 feet away until the learner can independently complete the task despite where the instructor is standing.

Be Consistent: Consistency creates a routine and leads to improvement and the desired result. It will also provide more accurate data for tracking the learner’s progress.

Be Flexible: You should not be afraid to step back, add a more intrusive prompt if needed, or return to the last prompt level . This promotes errorless learning.

“We want to make sure the learner still gets to access reinforcement and doesn’t get stuck in a cycle of repeating errors,” Hartwig says. “You can and should return to working on the same skill later in the session. If the learner starts to pick up on a skill, don’t be afraid to follow their lead. You won’t always end with an independent response every time. Return to the skill later with a new goal, using a slightly less intrusive prompt, working your way down the prompt hierarchy.”

Be Gradual: Gradual progression ensures the learner completes one prompt correctly before moving to the next. You can divide the prompt fading process into small tasks within each prompt hierarchy step.

“Sometimes, you cannot simply fade from full physical to partial physical to gesture,” Hatwig explains. “It's helpful for some learners to break down a partial physical step into various parts (e.g., lightly tap hand, guide forearm, tap elbow) before you can stop the partial physical prompt. Hatwig advises you to be patient with your learner and celebrate progress.

Monitor Closely: Monitoring helps track progress so you know whether to adjust your prompts schedule/frequency. Use session notes to document each session and the learner’s progress toward the goal.

Reward Regularly: Rewards encourage the learner and increase the desired behavior.

Use High-Powered Reinforcers:Hatwig recommends running preference assessments throughout your session to determine potential reinforcers. “Utilize differential reinforcement and save the most powerful reinforcers for independent responses,” she says.