Determining Learner‐Specific Prompt Type and Prompt‐Fading Procedures for Adults With Autism Spectrum Disorder

It is widely recognized that individuals with autism spectrum disorder (ASD) often require individualized educational programming. However, only a few studies have evaluated using an assessment to identify the most efficient and effective instructional components for individual learners. We replicated and extended previous research by conducting prompt‐type and prompt‐fading assessments with two adults with ASD to identify the most efficient prompt type (model, vocal‐gestural, or full physical) and prompt‐fading procedure (progressive prompt delay, most‐to‐least, or least‐to‐most). Following these assessments, we compared the most and least efficient procedures while evaluating whether the assessment results generalized to additional skill types. We also compared the assessment results to those of a decision‐making tool, the Systematic Worksheet for the Evaluation of Effective Prompting Strategies (SWEEPS). The most efficient prompt type was learner‐specific, whereas both participants learned most efficiently using a progressive prompt delay. These outcomes were replicated across additional functional skills and showed clear differences between the most and least efficient procedures. The assessment results were also consistent with the SWEEPS.