Why Prompt Hierarchy Is So Important

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 Why Prompt Hierarchy Is So Important

Ultimately, our jobs are to promote independence. By providing too much support, we are not promoting independence - and worse, students may even become prompt-dependent.

As a special education classroom teacher or case manager, it is our job to make sure all members of our team (e.g. paraeducators, support staff) are consistent in moving from least invasive prompting to most, with the ultimate goal of fading that support over time.

Least Invasive to Most Invasive

Verbal

Gestural

Model

Partial Physical 

Full Physical

Another important point is that the prompt level should be included in student IEP data. I like to make an extra row or column where staff record the level of prompting. (Of course if there is ANY prompting - unless indicated in the goal criteria - this would be a negative or minus in student data, as the student is not performing the skill independently.) Below is a sample data sheet with prompt data included:




I also make sure prompting data is collected on all toileting logs. This particular toileting log is on my TPT store. It also includes a task analysis for the toileting routine.



The prompt hierarchy applies for any skill we teach throughout the school day. 

For example, if we're working on lining up and give a cue "Line up":

  • a verbal prompt would be to repeat the direction.
  • a gestural prompt would be to stand in proximity of where the student should line up and point.
  • modeling would be to stand in the spot where the student should stand to line up and indicate that the student should report to that spot.
  • partial physical would be to touch the student to point them in direction of the line.
  • full physical would be to hold the student by the hand/forearm/shoulder and escort them to the line.


The same hierarchy could be used for performing academic work or using the restroom. Like I said before, documenting the amount of support provided is so important. 


This documentation:

  • may provide justification for the amount of staff support needed in a classroom.
  • gives insight into how much support the student requires to perform a task.
  • helps in writing IEP progress reports or the present levels section of an IEP.
  • lets the teacher/team use data to make decisions about when fading support is appropriate.

Sometimes it may feel that special educators collect too much data 😅, but it is all so important! ...and ultimately, it's what's best for kids in guiding our decision-making.


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