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Results
#1. A client, described by a transferring supervisor as a ‘fast learner’ and ‘easy to work with,’ has been added to your caseload. You decide to implement a least-to-most prompting strategy for a newly targeted skill. Considering the client’s reported characteristics and the principles of least-to-most prompting, how should you appropriately initiate this strategy during the very first teaching attempt?
The fundamental principle of a leasttomost prompting strategy is to start with the least intrusive prompt which is by definition no prompt at all This initial step allows the learner an opportunity to respond independently after the discriminative stimulus SD is presented If the learner responds correctly and independently then no further prompting is needed for that trial If the learner does not respond correctly or independently within a predetermined latency increasingly intrusive prompts are then provided in a preestablished hierarchy until the correct response occurs The information that the client is a fast learner further supports starting with the least intrusive option no prompt to assess their existing skills Options A B and D all involve providing a prompt from the outset which contradicts the least aspect of a leasttomost approach Specifically errorless learning Option B is characteristic of a mosttoleast prompting strategy where maximum prompts are provided initially to prevent errors
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