Answer the following questions:
1. Describe the difference between a prompt and a cue. Why are prompts used during the acquisition stage of instruction?
2. Provide examples of each of the following prompts: gestural, verbal, visual partial physical, full physical and model prompts.
Response to the following two student response to disussion board:
(AH) Audible cues, such as a chime to check schedule in a classroom, or a school bell to signify the beginning of the school day, and visual cues such as a visual schedule or a timer signal the student to do something, such as check your schedule, get to class, unpack, finish work, or go to a specific center. Prompts, such as gently placing your hand on a student’s back for them to continue walking with the line, a visual of a child sitting for them to sit, or a finger to your lips to signify silence are meant to assist students in the execution of a behavior that may otherwise have no meaning. Prompts are usually followed by a reinforcer, such as verbal encouragement or a token, which eventually leads to a preferred activity or tangible item.
Barton, E.E. (2012). Educating young children with autism spectrum disorders. Thousand Oaks, CA: Corwin
(SP)The difference between a prompt and a cue is a prompt is a clue on how to perform or learn a new skill or behavior and a cue is a signal or direction to perform a certain behavior or task in a certain way at a specific time (Barton & Harn, 2012). Some prompts are gestures, verbal, or visual and some cues are a bell, timer, or chant used to signal time to clean up or line up. Prompts are used during the acquisition stage to assist the students in learning a new skill or behavior to make them a routine (Barton & Harn, 2012). Prompts and reinforcement used together will help the students learn the new desired skills and the skills will be remembered by the students due to this association.
References:
Barton, E. E., & Harn, B. (2012). Educating young children with autism spectrum disorders. Thousand Oaks, Calif: Corwin.
