Response prompting is sometimes called errorless learning because teaching using these procedures usually results in few errors by the learner.
[2][3][4] If the student emits the correct behavior at any point during this instructional trial[5] (with or without prompts), reinforcement is provided.
[6] It has recently been used in conjunction with new technology, like portable DVD players and video iPods, to each self-help skills to young adults with intellectual disabilities[8] and to improve transition skills for elementary school students with autism spectrum disorders.
[6] Eventually, the discriminative stimulus for the behavior is the typically occurring stimulus (e.g., when lunch is finished, student independently goes to the sink to wash hands) or the direction (e.g., when teacher says "Class, it is time to sit in your desks", the student sits in his desk).
[13] CTD and PTD are systematic procedures that use the teaching strategy of waiting on a learner's response that has likely been used haphazardly for years.
[6] When using time delay procedures, a prompt is initially given immediately after the desired discriminative stimulus.
During initial sessions, the learner is not given the opportunity to respond independently because the prompt is given immediately (0-second delay).
However, in subsequent sessions, a learner is given an opportunity to respond independently because the prompt is delayed in time.
[6] Example: Delay by session for PTD and CTD CTD and PTD have been extensively used and found to be effective with a variety of students with and without disabilities, across both discrete and chained skills, in both individual and small group settings, for learners from toddlers to adults.
Instruction ends when the learner reaches a criterion level (e.g., 100% correct for 3 consecutive days) during probe sessions.
All of the discussed response prompting procedures can be considered evidence based practices using the criteria suggested by Horner and colleagues in 2005.
In addition, studies have shown that a variety of instructional agents, including teachers, assistants, and peers with and without disabilities, can accurately use prompting procedures.