C.7 · Behavior Acquisition

Prompting and fading

Compare changes to teaching materials with gestures, verbal hints and models that help guide a response. Review how the written plan specifies prompt type, timing and fading criteria, with prompted and independent responses recorded separately.

Task C.7: Apply stimulus and response prompts with appropriate fading

Useful foundations: C.1: Positive and negative reinforcement

The rule

Distinguish a change to the teaching stimulus from help with the response, then fade that support by the plan’s criteria so the intended cue can guide independent responding.

A stimulus prompt changes materials or their arrangement, such as making the target picture larger. A response prompt adds help with what to do, such as a gesture, verbal hint or model. A prompt hierarchy orders assistance levels; the written procedure determines which level to use and when to change it.

Key terms

Stimulus prompt: An added change to the teaching materials or their arrangement that makes the relevant choice more apparent.
Response prompt: Additional help that guides the learner’s response, such as a verbal hint, model or gesture.
Prompt hierarchy: The plan’s ordered levels of assistance; the direction and timing of movement through them depend on the procedure.

What to look for

Distinction	Look for	How to decide
Prompt selection	Stimulus: materials or arrangement change. Response: additional guidance for the action.	Identify what provides the extra help, then use the type and timing specified in the plan.
Fading criterion	Recorded performance permits less assistance	Fade when the learner meets the plan’s performance criterion.
Independent control	Response follows the intended cue without extra help	Record prompted and independent responses separately.

Worked examples

Stimulus prompt

A larger picture provides extra help

In an approved picture-selection program, the learner is asked to touch the cup. The cup picture is twice the size of the other pictures. The RBT gives no gesture or model, and the learner touches the cup. The plan calls for gradually reducing the added size difference when its criterion is met.

Relevant facts

The target picture has an added size cue.
No person gives a gesture or model.

The enlarged target is a stimulus prompt. Record the selection as occurring with that added size cue.

Added size cue → correct selection → record the planned stimulus-prompt level

The extra help is in the material. Fade the size difference when the plan’s criterion is met, so the relevant cup features increasingly guide selection.

Prompt and data

A gesture is still help

The learner is asked to place a towel in the basket. The plan allows three seconds, then a point toward the basket if needed. At three seconds the learner has not moved. After the RBT points, the learner puts the towel in the basket.

Relevant facts

The gesture follows the response window.
The correct action occurs after the gesture.

Record a response prompted by a gesture.

Instruction → wait → point → correct action

The pointing gesture supplies additional guidance for the action, making it a response prompt. Record the gesture that preceded the completed placement.

Fading

Follow the performance criterion

A plan initially uses a model prompt. It specifies switching to a gesture after two consecutive sessions with at least 4 of 5 correct responses at the model level. The learner scores 4 of 5, then 5 of 5, with no other limiting condition in the plan.

Relevant facts

Both consecutive sessions meet the stated threshold.
The next prescribed prompt is a gesture.

Use the gesture at the next planned stage.

4/5 then 5/5 → two qualifying sessions → prescribed fade

The learner has met this plan’s criterion for moving from a model to a gesture. Apply that specified change and continue recording performance at the new prompt level.

What changes the answer?

The learner selects the cup picture after “Touch cup.” Change the source of added help.

The requested object and final selection are the same.

The cup picture is enlarged; the RBT provides no gesture.

Stimulus prompt.

The additional cue is a change to the teaching material.

All pictures are the same size; the RBT points to the cup.

Response prompt.

The gesture adds guidance for the learner’s response.

Classify the added help, apply the plan’s fading criteria, and record the learner’s response to the intended cue at each prompt level.

Remember

Prompts support success; fading transfers control.
Reduce help according to the plan’s performance criteria.

Sources for this topic

Reviewed 2026-09-30 · C.7 version 3.