A CAREGIVER SKILL FOR EVERY LEARNING AREA
A prompt is an extra hint or demonstration that helps your child do something or get a message across. Fading means trying a little less of that help as the action becomes familiar.
A model shows how a word or action works. For example, you can say ‘go’ as your own car rolls. Your child can simply watch. If you show the action specifically to help them take their turn, that demonstration is a model prompt. If you write a note, say what you showed and when.
Keep help, breaks, AAC and needed access supports available. A refusal is a message to respond to, not a reason to increase prompts. Stop optional teaching for distress, pain or withdrawal.
What usually tells your child it’s time to do something. ‘Put the block in the box’ is the direction. Pointing to the box afterward is an extra hint.
Added help aimed at a particular response, such as pointing to the box after the direction. Describe the extra help and when you used it.
What makes participation possible, such as a device mount, glasses, reachable materials or established positioning. Keep needed access available; do not fade it to test independence.
CHOOSE THE HELP THAT FITS
A prompt is an extra hint or example for a particular action or response. Choose one that fits this moment. These options overlap; they are not a ladder you must climb. Leave time for your child to respond in their usual way. Speech, signs, gestures and AAC all count. A refusal is a message, not a reason to add more prompts.
An example: Add a picture showing the block going into the box after the ordinary direction.
Try less help: Try removing an added highlight or reminder when it is no longer useful, while keeping visuals needed for understanding.
Keep in mind: A communication board or needed visual support is not something to remove for a test.
An example: In an agreed matching task, place the matching item a little nearer while keeping all items reachable.
Try less help: Return items to their usual arrangement as the extra cue becomes unnecessary.
Keep in mind: Do not steer a real choice, move a wanted item out of reach or rearrange an AAC layout. Comfortable reach is access support, not a prompt to fade.
An example: Point to the box after saying, ‘Put the block in the box.’
Try less help: On a later welcome opportunity, try a smaller gesture or the ordinary direction without it.
Keep in mind: Your child does not have to point back or look at your eyes. For a real choice, show options without pointing to your preferred answer.
An example: First say ‘Put the block in the box.’ If extra help is useful, ‘In the box’ is a verbal prompt. The original direction was the ordinary cue.
Try less help: Try a shorter extra hint or a comparable opportunity without it when useful.
Keep in mind: Use your family's languages. Do not repeat questions more loudly or make a spoken answer the price of getting help.
An example: After the direction, put your own block into the box to show the action. An agreed model of HELP can show a familiar message during a genuine need.
Try less help: Try a partial demonstration or a comparable opportunity before the model, keeping needed access supports.
Keep in mind: Modeling language during play with no response expected is ordinary input. It does not make every later message prompted. Do not require imitation before continuing or meeting a need.
An example: An individualized zipper plan may include demonstrated assistance with one part of the movement. This guide does not teach hand placement.
Try less help: Use only the reduction demonstrated for that motor task. Keep established positioning and other access supports.
Keep in mind: Record assisted movement as assisted. Do not guide a hand to select or compose a communication message. Follow the separate hands-on guidance, the child's willingness and the individual stop plan.
You may hear gesture called gestural, or a spoken hint called a partial or full verbal prompt. Prompt names overlap across professions. Describe what you said or showed and when you did it. That tells another caregiver what helped.
SEE THE ADULT ACTION
Move through an example at your own pace. Each change represents a teaching decision, not a timer or a required response from a child.
You and your child agree to put one toy in an open box. The box is easy to reach. This illustrative sequence is one possible plan, not an order every child needs.
EXAMPLE STAGE 1 OF 3
Give one familiar direction with the real materials ready.
Notice: Allow the time needed to understand and act. Keep help available.
A clear action you introduce. Stage 1: Choose the opportunity
Give one familiar direction with the real materials ready.
You could say: Put the block in the box.
Allow the time needed to understand and act. Keep help available.
After the original direction, allow time for the child to respond. If a cue would help and the child is willing, point quietly toward the box without adding another spoken hint.
Record the added gesture. Do not count the action as unprompted.
On a later comparable turn, try the ordinary direction without the gesture if the child is ready. This can happen across separate moments, not a rapid series of demands.
You could say: Put the block in the box.
Success without the added gesture is independent task performance in this context; it is not spontaneous communication.
If there is no clear response: Check the instruction, access, energy and interest. Demonstrate or help as appropriate, simplify or finish. Silence alone does not tell you which explanation is correct.
If they want to stop: If they refuse or become distressed, stop the optional teaching turn. A necessary care routine needs its own agreed support plan.
SMALL CHANGES YOU CAN TRY
If you always point first, your child may start waiting for the point. This is called prompt dependence. Before you change the prompt, check whether your child understands, feels comfortable and can reach or use what they need. Keep their communication device, seating and other everyday supports.
Put the materials where your child can use them. If the activity needs a direction, give it once. This is the ordinary cue. Pause and stay nearby. Your child can take a turn without looking at you. Notice the urge to ask again or fill the silence. If your child is comfortable, let that urge pass and leave a quiet turn. Finding a symbol, typing or preparing a movement may take longer than a spoken reply. Let an emerging message finish; respond sooner to a need or distress. If they don’t start, check that they can use the materials. Show the action, make it easier or finish. Give needed help right away.
For a familiar action, a small reminder may help. For a new action, show how to do it first. If your child is learning a picture or device button, you can show what it means while you talk. They can watch without copying. Choose a prompt that fits what they’re trying to do and what has helped them before.
Change one prompt at a time. For example, the next time your child wants to put a block away, use the same box and direction but leave out the extra point. Give them a turn. If they need the point again, use it. If they want to stop or seem upset, stop. Watch what happens on different days. If their clinician has given you a plan for when to try less help, follow it.
Treat your interpretation as a guess until the child's own response supports it. If yes/no is not reliable, two real, accessible options may help: show a ball and a book and offer ‘Ball or book?’ Use their familiar way to choose, with neither, stopping or another idea still possible. A look alone may not identify a choice. If there is no clear selection or correction, the meaning remains unconfirmed; silence is not agreement. Meet obvious needs rather than repeating the question or guiding a choice.
Name a clear request before explaining the limit: ‘You want bubbles. They are finished. We can draw or take a break.’ A warm acknowledgment shows you heard the message even when you cannot grant the request. It does not guarantee that your child will be content with the answer. Offer only real options, keep comfort and communication available, and allow disappointment. Do not make a clearer or longer message the condition for getting something that is actually available.
PLAN THE WAY TOWARD LESS HELP
Select the approach for a defined skill. Learning to do an action, understanding a direction and starting a message are different learning focuses.
Give an opportunity with the ordinary cue, then add the selected help only if needed and welcome. Choose the help for this child and task, leave room for processing and access, and do not automatically run through every type.
A plan might use the ordinary direction, then a gesture, then a demonstration. No response does not automatically call for physical help: check understanding, access, fatigue, pain and interest; simplify, help or finish. Stop or adapt for refusal rather than escalating.
Start at a planned prompt level that reliably helps with this particular target, then reduce the extra help systematically. The starting level is chosen for the child and task; most does not automatically mean physical contact.
An agreed plan might start with a whole demonstration, later show only part, then use the ordinary cue without it. New versus familiar is not a rule for choosing a procedure. Keep needed access support in place.
In a formal time-delay procedure, the planned prompt initially follows the ordinary cue immediately. A planned gap is then introduced. Constant time delay uses a fixed gap after the initial immediate-prompt stage; progressive time delay increases the gap gradually. An everyday conversational pause is different.
Follow the intervals, prompt and stop criteria in an individually taught plan; this guide does not assign a number of seconds. If the child begins during the gap, allow the whole response. Never delay needed help or prolong a difficulty to obtain a response.
If your child responds after a hint or demonstration, write down the help you gave. If you say ‘Put the block in the box’ and your child puts it in without another hint, write that they followed the direction without an extra prompt. If your child asks for help before you suggest it, they started the message. Everyday conversation and their usual communication tools can still be part of a turn they start themselves. If you help with a movement, describe that support too.
During a familiar activity, try a little less help and see what happens. If it gets harder, offer the help again. Check whether your child understands, feels comfortable and can use the materials.
This fictional example shows how to describe your help and next adjustment. It is not an assigned plan for your child.
After a game, the child is willing to put one block into an open box. The box is within reach. The ordinary cue is ‘Block in the box.’ AAC and needed positioning remain available.
Give the direction once and leave a quiet opening. If the child needs help and still wants to join, point to the box. If that does not clarify the action, demonstrate with your own block, simplify or finish; do not repeat the cue more loudly or guide their body.
Another day, try the same box and direction without pointing. If your child starts, give them time to finish. Point again or show the action if they need help and still want to put the block away.
‘I said “Block in the box” and pointed. They put it in.’ Your note shows that you pointed before your child put the block away. Record a message they start themselves separately. If they push the box away, write ‘They declined; we stopped,’ rather than ‘failed.’
At the next cleanup, keep the box within reach and use the same direction. Write down any extra prompt you give. If your child hands you the block for help, help them.
UNDERSTAND THE DIFFERENCE
Physical guidance can be a prompt for a planned motor action. For hands-on teaching techniques, follow an individualized plan from your child’s clinician. Everyday help with materials is different. Keep their usual access supports available. Help your child reach or use something without choosing their message for them.
Keep an established positioning or access setup available. If your child uses an established signal while another person reads out choices, keep that method available too; the child still chooses the message.
This guide does not teach techniques for moving your child's body. If a movement causes pain, positioning is difficult, or you are unsure how to support a movement safely, stop that technique and get an individual demonstration. Keep any established motor or access plan available. Ordinary help with materials or daily care is not the same as guiding a communication answer.
This guide does not teach mouth movements, swallowing techniques or physical restraint. Never hold or block a child to obtain a teaching response.
SEE THE ADULT ACTION
Move through an example at your own pace. Each change represents a teaching decision, not a timer or a required response from a child.
A therapist has assessed a specific zipper movement, demonstrated safe assistance, checked the child's willingness and taught you the fading and stop plan. These frames explain the plan; they do not teach hand placement.
EXAMPLE STAGE 1 OF 3
Offer the agreed help for that movement only. Full physical assistance helps through the movement; partial assistance helps with only a component.
Notice: Use the child's established way to agree or decline. Quietness alone is not agreement. Record assisted movement as assisted.
Physical help in a therapist's plan. Stage 1: Use the demonstrated assistance
Offer the agreed help for that movement only. Full physical assistance helps through the movement; partial assistance helps with only a component.
You could say: Would you like help with this part?
Use the child's established way to agree or decline. Quietness alone is not agreement. Record assisted movement as assisted.
When the agreed observations support a smaller prompt, use the demonstrated reduction. Do not invent a wrist-to-elbow sequence or remove positioning equipment.
You could say: You can try this part. I'm here to help.
The needed amount can change with fatigue, pain, positioning or task difficulty. Ask the therapist if the response differs from the plan.
At the planned opportunity, observe the action with the ordinary task cue and needed access supports, without the extra movement guidance.
You could say: Ready to zip?
Record exactly what they completed and what support remained. Do not apply this motor plan to producing speech, AAC choices or feeding.
If there is no clear response: Check comfort and access, then follow the help or stopping plan. Lack of movement is not proof of unwillingness or lack of understanding.
If they want to stop: Release teaching guidance for pulling away, pain or distress and reassess. Never use restraint to obtain a teaching response.
Optional practice for you. Your child does not need to take part. Nothing here is scored or saved.
Imagine a device mount stays in place, but you stop pointing to a particular symbol.
You say ‘Put the block in the box,’ point to the box, and the child puts it in.
A child does not respond after one spoken hint.
You move your own car and say ‘My car is going,’ with no reply expected.
Start by checking comfort, reach, visibility and whether the task makes sense. Make it easier, offer a familiar way to communicate, model once, or stop. If reaching or selecting on AAC stays difficult despite basic setup changes, get help assessing access rather than adding hand guidance. If you suspect hearing difficulty or your child loses skills they previously used, arrange an assessment rather than treating it as a prompting problem. Continue familiar communication support while you seek help. For immediate danger or serious distress, stop teaching and follow the safety guidance.
Read the free safety and distress guidanceYou may hear names such as simultaneous prompting or graduated guidance in an existing teaching plan. They are not extra steps every parent should try. Ask for a demonstration and clear stop criteria before using a new specialized procedure; do not improvise physical guidance.
ONE FOCUS. ONE CLEAR PLAN.
What would you like to try together? Check that your child wants to join, understands what’s happening and can see, hear and use the materials.
What will you say or show if your child needs help? For example, after asking them to put a block away, you might quietly point to the box. For hands-on teaching techniques, follow the safety guidance above.
Give the usual direction once if the activity needs one. Pause so your child can respond or use their device. Give the prompt if it would help. Avoid asking again while they are still taking their turn.
Write your direction, any extra hint and what your child did next. If they started a message before you suggested it, note that separately. A refusal is a response. If they push the box away, stop.
Another day, try the same direction without the extra point. If your child needs the point again, use it. Keep their AAC, usual seating and any pictures they need to understand. Notice what helps with another person or in another activity, too.
Use this one-page worksheet to choose a focus, describe your cue, note what your child did and decide what to try next. Keep personal notes private.
The card is for planning, not a physical-handling protocol. Both card sizes have heading and paragraph tags, a tagged guidance link and a checked logical reading order. Screen-reader testing is still pending. Use the web instructions on this page for the full guidance in screen text.
Write what help you gave and where it happened. For example: ‘At cleanup I said put it in and pointed; they put the block in the box.’ Record the actual cue and response. Distinguish a child-initiated message, a response after an extra cue, and an action after its ordinary instruction. Keep no clear response or meaning unconfirmed distinct from agreement. Refusal or stopping is communication, not failure. Record needed access support separately from prompts shaping the response; AAC and positioning supports can remain. Ordinary language input does not make every later message prompted. Do not count adult-guided selections as independently chosen messages.
Notice what your child needs. Show one way to say or do it, then give them time. Respond to what they tell you. At a later turn you can try a smaller prompt.
Return to Notice. Model. Pause. Respond. Build.Prompting and fading appear in autism teaching research and speech-language guidance, including behavioral approaches. Evidence for a practice category does not establish that every prompt suits every child or that this self-guided program reproduces a studied intervention.
Relevant prompting and authorship sections reviewed. Physical prompts are not categorically prohibited; record the partner's contribution and do not present guided output as an independently chosen message. This general guide does not teach physical techniques.
Screening and referral guidance reviewed. Hearing concerns warrant screening or assessment; adding prompts does not address a hearing barrier.
Loss-of-skills and developmental-concern guidance reviewed. Previously used skills that are lost warrant timely assessment. This is a reason to seek help, not a diagnosis made by the guide.
Rights statement read in full. It supports meaningful choices, refusal, communication access and acknowledgment even when a requested outcome is unavailable. This is ethical guidance, not evidence that a two-option check confirms every child's meaning.
Small studies of children with autism learning Lego play sequences compared prompting procedures. Results varied by learner and procedure; this does not establish a universal rule for teaching new AAC symbols. Indexed abstract and results excerpts reviewed; full-text retrieval was blocked in this pass.
The published evidence table recognizes prompting and time delay. Its category-level evidence is not a test of Vocalize or every prompt for every child. Evidence-table extract reviewed.
Parent guidance on choosing prompt types and levels. The appropriate sequence varies with the learner and skill. Relevant guidance extracts reviewed.
Procedure planning includes prompting, graduated guidance and simultaneous prompting. Relevant planning extracts reviewed; specialized procedures need a taught plan.
Professional guidance on individualized selection, modeling, prompting, fading and communication access. Relevant guidance sections reviewed.