prompting ppt.pptx for learning accountability
- 1. Understanding Prompts As A Tool For Behavior Change PROMPTING IN PSYCHOLOGY (Influencing Behavior And Learning)
- 2. Prompting in psychology refers to using verbal, visual, or physical cues to elicit desired behavior. Commonly used in behavioral therapy, education, and skill development. INTRODUCTION (WHAT IS PROMPTING)
- 4. Guidance for Learning: Prompting helps people pick up new skills or behaviors by giving them helpful hints or reminders. Reducing Anxiety: In social situations or classrooms, prompts can make things less stressful by reminding individuals what to do, making them feel more comfortable. Encouraging Independence: When prompts are used the right way, they can help people learn to do things on their own over time, boosting their confidence and self-reliance. WHY PROMPTING IS IMPORTANT (THE ROLE OF PROMPTING IN BEHAVIOR CHANGE)
- 5. Verbal prompts Gestural prompts Modeling prompts Visual prompts Physical prompts TYPES OF PROMPTS
- 6. These involve using spoken words to direct or encourage specific behaviors. Examples A parent saying, "Remember to say thank you after receiving a gift," to encourage polite behavior. Don’t forget to look both ways before crossing the street.” 1. VERBAL PROMPTS
- 7. This method utilizes body language or gestures to guide individuals in performing tasks. Examples Pointing Gesture for Direction: A therapist might point to a specific toy during play therapy to prompt a child to pick it up, helping to assess or encourage certain behaviors like choice-making or interaction. 2. GESTURAL PROMPTS
- 8. A modeling prompt involves demonstrating a behavior or skill for someone to observe and imitate. This technique helps individuals learn by providing a clear example of what to do. Examples Demonstrating Social Skills: A therapist working with a child who has social anxiety might model how to start a conversation, showing the child how to make eye contact, smile, and say "hello." The child then practices these skills based on the model 3. MODELING PROMPTS
- 9. These include visual aids, such as pictures or diagrams, to provide cues and enhance understanding. Examples Picture Exchange Communication System (PECS):Used for children with communication difficulties (like autism), PECS involves presenting pictures that represent objects, actions, or desires. For example, a child might give a picture of a snack to the therapist to request food. Token Economy Chart: A visual chart with tokens (e.g., stars or stickers) given for positive behaviors, such as completing homework or using polite words. When a client earns enough tokens, they receive a reward, reinforcing desired behaviors. 4. VISUAL PROMPTS
- 10. This approach involves offering direct physical assistance, such as hand-over-hand guidance, to support individuals in completing a task. Examples Hand-Over-Hand Assistance: A therapist might physically guide a child’s hand to pick up a pencil and begin writing. This is often used in occupational therapy or during early childhood education to help children with fine motor skills or those with developmental delays. Physical prompts are used when other forms of prompting (such as visual or verbal) are insufficient and are often faded over time as the individual gains independence in performing the task. 5. PHYSICAL PROMPTS
- 11. The child is non-verbal and has developmental delays but can follow simple instructions with the right prompting. 1) 1. Verbal Prompt: The teacher says, “Put on your shoes,” giving a simple verbal instruction. 2) 2. Gestural Prompt: The teacher points to the shoes and then to the child’s feet, guiding them visually. 3) 3. Modeling Prompt: The teacher demonstrates by putting on their own shoe, showing the child how to do it 4) 4. Visual Prompt: A picture card shows the steps of putting on shoes, helping the child understand the process. 5) 5. Physical Prompt: The teacher gently helps the child by guiding their hands to the shoe and assisting them in putting it on. SCENARIO #1 PUTTING ON SHOES
- 12. PUTTING ON SHOES PROMPTING
- 13. The child is learning to brush their teeth independently. 1) Verbal Prompt: The teacher says, “It’s time to brush your teeth. 2) Gestural Prompt: The teacher points to the toothbrush and then their mouth, mimicking the brushing action. 3) Modeling Prompt: The teacher picks up a toothbrush and demonstrates how to brush their teeth. 4) Visual Prompt: A picture sequence shows the steps: picking up the toothbrush, putting toothpaste on, brushing, and rinsing. 5) Physical Prompt: The teacher guides the child’s hand to hold the toothbrush and helps them brush their teeth gently. SCENARIO #2 BRUSHING TEETH
- 15. The child needs to pack their school bag with books and supplies. 1) Verbal Prompt: The teacher says, “Let’s pack your bag for school. 2) Gestural Prompt: The teacher points to the books and the bag, signaling what needs to be done. 3) Modeling Prompt: The teacher packs one item into the bag and shows the child how to do the same. 4) Visual Prompt: A checklist or visual card displays the items that need to go into the bag (books, pencil case, etc.). 5) Physical Prompt: The teacher helps the child by guiding their hands to pick up the items and place them into the bag. SCENARIO #3 PACKING A SCHOOL BAG
- 16. PACKING A SCHOOL BAG PROMPTING
- 17. Gradually reducing prompts encourages autonomy (independence/self control). Ensures that individuals do not become overly dependent on the prompts. Example A child learning to say “please” and “thank you” initially prompted every time, but over time, the prompt is gradually faded out as the child learns to use these phrases independently. PROMPT FADING AND ITS IMPORTANCE
- 18. Example in Language Development: In speech therapy, a child is initially prompted with visual cues (e.g., flashcards) to name objects like “apple” or “car.” As the child becomes more familiar with the vocabulary, the therapist reduces the frequency and intensity of the prompts until the child can name the objects without assistance.
- 19. Example in Occupational Therapy (daily living activity) A child learning to zip up their coat is first guided physically by an occupational therapist. As the child gains dexterity, the therapist switches to verbal prompts, then gradually reduces assistance until the child can perform the task completely on their own.
- 20. Use appropriate prompts depending on the learner or client’s needs. Gradually fade prompts to promote independent behavior. Prompting should always be positive and encourage self- efficacy. CONCLUSION: BEST PRACTICES FOR EFFECTIVE PROMPTING