What sets us apart at PROMPT is our holistic approach to therapy. We systematically determine where motor breakdowns occur using our special (unique only to us) assessment tools and something we call the which helps us determine priorities in treatment.
Communication is an interaction between the Social-Emotional ability to connect with others, Cognitive-Linguistic understanding of language, and Physical-Sensory ability to produce certain words. If any of these areas are disordered or delayed the client’s ability to communicate is impacted.
We focus on word targets that are relevant and have meaning to the client so s/he is connected and motivated to what s/he is learning. Your PROMPT clinician will come up with a motivating activity or game where the word can be repeated. Then the clinician will use his or her hands to support the motor movements as the client practices saying those words. Learning new motor skills takes a lot of practice and family members are essential for providing support.
The PROMPT Trained SLP will choose specific words (lexicon) to target the motor patterns a client needs experience in when using functional speech interactions. For instance, if a client tends to speak with a clenched jaw or restricted jaw opening, the SLP will choose words containing sounds such as, ‘ah’. Some target words and phrases might be ‘on’, ‘mama’, ‘pop’, or ‘all gone’.
An evaluation by a PROMPT Trained clinician is the only way to find out if a client is appropriate for PROMPT therapy. PROMPT therapy is used with a wide range of children and adults who have motor speech difficulties. The most common clients have motor speech disorders, articulation problems or are non-verbal children. Many clients with aphasia, apraxia/dyspraxia, dysarthria, pervasive developmental disorders, cerebral palsy, acquired brain injuries and autism spectrum disorders have benefitted from PROMPT therapy.
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So quickly let’s review…
Prompt : Prompt is defined as: “Instructions, gestures, demonstrations, touches, and/or things that we do to increase the likelihood that children will make correct responses.” By Lynn McClannahan and Patricia Krantz of Princeton Child Development Institute. Prompts are designed to lead the student to the correct answer or response.
Cue: A cue is just a hint and does not lead the student to the correct answer. Now, many use these words interchangeably, but it is not a good idea when you are writing goals or reports. The main reason is clarity. You may know that when you are writing a goal and say a student is allowed ‘2 prompts’ before the trial is marked incorrect, you are referring to prompting ( giving hint and support to get the correct answer ) as well as cueing ( giving extra hints but not directing to the correct response ), but someone else may not. If your student moves and the new SLP is reading that they can only prompt them, it can mess with the data that will be collected and that isn’t good for anyone!
So, If your IEP and data are brought into court for some reason, they are going to look at how the data is collected which means analyzing the parameters for the goals, which includes prompts and cues. If you aren’t taking data the way the goal states because you are using prompts and cues interchangeably then it could be a problem.
Now let’s look at some examples of each:
Gestural Prompt – The SLP models the action of placing a ball under a basket to show the concept of under.
Verbal Prompt – ” Pick up the ball and put it under the basket ”
Gestural Cue – The SLP taps the ball/basket to indicate that the student needs to perform an action with the objects.
Verbal Cue ( Indirect ) – “Where should the ball go?”
Similar but different. I Think of them as siblings; they are in the same family but two different entities… and the last thing either wants to hear is why can’t you be more like your brother! So, what can we do about this whole ‘ prompt and cue are the same thing ‘ because now we know they are different. When writing your goals include that both can be used and what kind. Something like this, ” …with no more than 2 visual and/or verbal prompts/cues…”. This allows for 2 prompts, 2 cues, or a combination to be used to help the student.
What do you use more, prompts or cues?
If you still aren’t sure about prompts and cues in your goal writing I would like you to check out this video tutorial I just did. Click HERE to watch the preview.
For information about the Prompting Hierarchy and a free reference card, check out this post !
Hierarchy of Cueing and Prompting
Clarification fo Cueing and Prompting Terms
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Hey there! I’m Maureen Wilson, a school-base SLP who is data driven and caffeine powered. My passion is supporting other pediatric SLPs by teaching them how to harness the power of literacy and data to help their students achieve their goals…without sacrificing time they don’t have.
Get the basics you need to administer and analyze Dynamic Assessments in a school setting. Dynamic Assessments are great for:
Language rubrics: a progress monitoring and data tracking tool, you might also enjoy..., a little inspiration.
6 responses.
Hello! Is there any way to get the hierarchy of cueing and prompting? When I click on it it doesn’t work. Thanks so much!
There is a free reference card in my TpT store 🙂
Hi! How would you explain the difference between prompting and cueing in the area of articulation?
Hi! When you say will…. With no more than 1 verbal prompt with 80% accuracy. Does that mean 1 prompt each question or they can get 2 wrong and they can get 1 prompt for the 10 questions? Thanks!
I always do trials of 10! Makes it easier to grade and more consistent for review/ assessing progress.
10 or multiples of 10.*
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Busy Bee Speech
Buzzing about Speech & Language
November 3, 2020
A while back I was charged to do an in-service for the paraprofessionals at my school. I talked to them about using prompts and cues in speech therapy and in the classroom. Fortunately, the paras did great and were immediately able to start implementing some of the strategies we discussed!
All that to say, I hope that this blog post can do the same for you and be something you can refer back to over again. Let’s dive deep into how to use prompts and cues in our speech therapy sessions .
Prompting and cueing are strategies that help the student but still increases learning . A lot of educators will just do this naturally. We ask questions and try to help students come up with the answer or learn a task in any way we know how. But it helps to define what we are doing and be more purposeful with our interactions.
So what’s the difference between prompting and cuing ? From my research prompting is said to be a little more invasive and leads the student to the correct answer more directly. Cuing is more like a hint or clue that typically doesn’t give them the answer directly. So prompting is a little more direct and cuing is said to be more indirect . Today, I’m just going to use the term “prompting” as the broader term to refer any type of assistance with getting the right answer.
So if we are purposeful in the way we help students, prompting when necessary and fading the prompts as soon as we can , it can really help. That’s why I wanted to teach the paras at my school about the different ways to prompt as well as the importance of fading it.
Vygotsky said, “What a child can do today with assistance, she’ll be able to do by herself tomorrow.”
We use prompts ourselves whether we realize it or not. When we’re in Target, we look up at the aisle signs to help point us to what we’re looking for. If we still can’t find the item, we ask someone who works there. We may even need the worker to point the item out to us, if we need further assistance. The next time we go into Target, we probably won’t need any prompts to find the item. We’d go straight there and find it independently.
Prompts are really beneficial for our kiddos when learning a new skill. However, if you want the student to become fully independent in that skill, you have to be able to decrease the prompts. Fading prompts are almost as important as giving the prompts . Things you can do to prevent dependency is to reward or reinforce with the prompts at first. Then as they progress, only reward when they respond correctly without the prompts. This could help the student learn the skills more quickly as well as deter them from depending on those prompts.
OK, so let me preface this by saying that this is a huge topic and there are a lot of ways to support our kiddos. I use the Prompting Hierarchy from The Autism Helper with my staff. Though there are lots out there, especially related to ABA, this one seemed to lend itself best to a variety of disorders, not just autism.
Here are the different types of prompts, starting from the least invasive (or most independent level):
This is a great way to give support in a way that’s natural or easy to fade . Examples can be anything from a sign on the door to a visual schedule. In speech, I use this one like nobody’s business. Visuals for everything.
Sentence strips for expanding utterances and using correct grammar, pictures for WH questions, making inferences, pretty much any language skill. It’s my go-to way that I level the support I give. And it’s super easy to fade because you can just take away the visual.
This one can look a lot of different ways and it’s probably the most commonly used. I feel like there is even a mini hierarchy within verbal prompting .
There’s a direct verbal prompt – which is when you plainly give them the correct response or answer. (What is this? -book) Sometimes I use this one when I’m trying to teach WH questions and the student is very echolalic.
There’s also indirect prompts – which is just giving more of a subtle hint but not the exact answer. This can look more like asking questions, using CLOZE (or fill in the blank), giving choices, and so on. So for example, if we’re working on sequencing I could ask, “What did the boy do next?” Or if we’re looking at a picture and I want them to label, I could say “She’s putting on her ___.” And they would say shoes. There are really lots of different ways that we verbally prompt students, and the possibilities for this one are as endless as language is .
You can even look at the student expectantly or look in the direction of the correct answer as a gesture. Of course as SLPs, we will look at students expectantly a lot, especially with our minimally verbal friends, to give them a hint that we are waiting for them to respond.
Another way I gesture is by pointing , especially when I’m teaching WH questions. For example, if there’s a picture of a mouse driving a car, I might ask “who’s driving the car?” while pointing to the mouse over and over again. Or gesturing can even be as simple as if it’s a student’s turn to participate, you might make eye contact and nod in his direction for them to take their turn.
This is one that we use a TON as SLPs, right? It’s when we just show them what to do . So, if you tell a student to touch their nose, you would touch your nose. Or maybe you are teaching the student a new skill, like a specific sequencing task. They watch you do it first, then they would try it.
In speech, we do this ALL THE TIME with articulation, right? We model the correct productions of the sound errors . We even pull out a mirror so that they can copy what our mouths are doing. We use modeling and imitation as a strategy for expanding language utterances as well.
In this one you are touching the child, but you’re giving them minimal physical guidance . So if you want the student to touch a certain object, you might move their elbow in the direction of that object. You aren’t completely hand over hand helping them. It’s more subtle.
I use this the most when teaching simple signs. If I’m prompting the child to sign “more” and I’ve already modeled or I know the child knows the sign, I might tap under their hands to help them initiate the sign.
This is the one where you are hand-over-hand helping the student . It might be doing the hand motions to a song, getting the student to sign, or helping the student do an action. You tell the student to clap his hands, and then you take his hands and make them clap.
This prompt is the most invasive . So you want to fade this one as soon as you can, because you don’t want them to be dependent on that. They are not mastering the skill at all if you are completing the task for them.
There are a couple of different ways you can approach this when you’re teaching a student a new skill. A lot of it will depend on the student as well as the skill you are trying to teach. You and your team might have to make some judgment calls and use your knowledge of the student. But I’ll give a few general rules of thumb that you can use.
The first approach would be to use the least intrusive prompt first , which according to our hierarchy would be the visuals, and go down the hierarchy adding more prompts only if needed.
So, if you go back to our Target example from earlier. I couldn’t find my item by using the store signs. So I asked a store clerk to help me, and he gave me directions to find it ( verbal prompt ). If I still can’t find it, he could walk me over and point to the item on the shelf ( gesture ). Hopefully, I don’t need him to model taking the item from the shelf, but I might need him to physically help me if it’s out of reach or something (ha).
This is a good approach to use if you are trying to assess how much of the skill the child can do independently . Another benefit to this one is that the student gets repeated time to respond to the requests and more practice time with the skill, since you are asking the same thing of them over and over.
The second approach would be to do the opposite. You start with the most invasive and work your way up to the least invasive . Depending on the skill, you might start with the full physical prompt, then continually fade the prompts as they learn the skill.
So, if you were teaching a student to sign “more,” you might hand over hand the sign when you are first teaching it. Then you may tap their hands to remind them to sign. Soon you might just model the sign when you expect them to use it and they will imitate you. After that, maybe you just need to point to their hands or look at them expectantly. Then you might say “ need more?” or “what do you want?” and they will make the sign on their own. This approach is good to use when a student is first learning something new .
You just want to make sure you are fading those prompts when you can . Another benefit to this approach is – it is said that it results in fewer errors and quicker skill acquisition…probably as long as you are fading the prompts quickly.
Basically, you want to wait a bit before going to the next level of prompting . You might give a verbal prompt then wait 3 seconds before giving the gesture prompt. Then you might wait 5 seconds between prompts.
Maybe you are giving the partial physical prompt. You want to fade from the wrist – to the elbow – to the shoulder – then maybe stand behind – then back away entirely. Or in the case of verbal prompts – you could start by giving direct prompt, then on the next target try cloze or indirect prompts.
Like I mentioned before, you want to praise the child or give rewards that will help the student become more independent . So if they are first learning then, sure, reward them for completing the task prompted. But after you have backed away from that type of prompt, only reward the student (star chart or whatever) for the level of prompting that they are on currently. That will motivate them to become more independent and try harder. We don’t want them to depend on that assistance, ya know.
You want to use your observations and any data to make sure that the prompts being used are effective for that student. It will also help you determine when you can fade the prompts. Remember that each child and each new skill is different.
Having specific data can help you make those important decisions. You don’t want to only rely on your previous experiences. It might be helpful to do trial runs with the levels of prompting and create a plan of action with your team . Take note in your data or tally sheets on what prompts you used and how invasive they were.
For more information about scaffolding, you can check out this blog post I wrote a while back.
I’ve got several resources in my TPT store that are already scaffolded based on visual prompting – my most popular ones are for making inferences, sequencing, and overall baseline data for language.
Grab a few freebies from my resource library ! I’ve got a data sheet that includes a section for prompting. Plus, you can grab the prompting hierarchy visuals from this blog post!
I hope this helped! What questions do you have for me?
March 6, 2023 at 6:53 am
Thank you for this helpful resource. I particularly like how you break down the prompt hierarchy and provide a visual representation of it. Thank you!
March 8, 2023 at 4:44 pm
So glad it was helpful!!
September 25, 2023 at 2:45 pm
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Here are all of our Student Opinion questions from the 2021-22 school year. Each question is based on a different New York Times article, interactive feature or video.
By The Learning Network
Each day of the school year we publish a Student Opinion question : an invitation for students to share their own opinions and experiences in response to New York Times stories on the news of the day. Each of these prompts is introduced with an article, interactive feature or video produced by The Times.
The 168 questions we asked during the 2021-22 school year are available below and in this PDF . The prompts are organized into two sections: questions that lend themselves well to persuasive writing, and questions that encourage narrative writing. We have also published a short, visual post highlighting five of the most popular questions we asked this school year.
For ideas on how to use these Student Opinion prompts in your classroom, you might consult this comprehensive teacher’s guide , which includes practical strategies from a dozen educators.
1. Should There Be a Minimum Voting Age? 2. Should College Be Free? 3. Should Parents Give Children More Responsibility at Younger Ages? 4. How Much Should Speech Be Moderated on Social Media? 5. Does Prayer Have Any Place in Public Schools? 6. Is Teen Mental Health in a State of Crisis? 7. Should We Be More Optimistic About Efforts to Combat Climate Change? 8. If Two Songs Sound Alike, Is It Stealing? 9. What Should Be Done About the Gender Pay Gap in Sports? 10. Is Taking the SAT a Necessary Step in Preparing for Post-High School Life? 11. Should Libraries Get Rid of Late Fees? 12. Do You Think It Is Time to Get Rid of Daylight Saving Time? 13. Is It Bad Sportsmanship to Run Up the Score in Youth Sports? 14. Should We Eliminate Gifted and Talented Programs? 15. Should We Bring Back Animals From Extinction? 16. Should Greek Life on College Campuses Come to an End? 17. What Is Your Reaction to Efforts to Limit Teaching on Race in Schools? 18. Is It Ethical to Be a Football Fan? 19. Do You Support Affirmative Action in College Admissions? 20. When Should You Tip? 21. Should the U.S. Be Doing More to Prevent Child Poverty? 22. What Do You Wish Lawmakers Knew About How Anti-L.G.B.T.Q. Legislation Affects Teenagers? 23. Should Parents Weigh in on Their Kids’ Dating Lives? 24. Do You Think We Need to Change the Way Math Is Taught? 25. Are You Concerned About Violence in America? 26. Should There Be Limits on How Much Time Young People Spend Playing Video Games? 27. Should Phones Ever Be a Part of Family or Holiday Gatherings? 28. Should Students Be Allowed to Miss School for Mental Health Reasons? 29. Are You a Crypto Optimist or Skeptic? 30. Do You Think Pluto Should Be a Planet? 31. How Important Are College Rankings to You? 32. How Would You Describe the State of Our Union? 33. Are Zoos Immoral? 34. What Sports Deserve More Hype? 35. What Is Your Reaction to the State of Abortion Rights in 2021? 36. What Can History Teach Us About Resilience? 37. When Should School Mask Mandates Be Lifted? 38. ‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused? 39. Does the N.F.L. Have a Race Problem? 40. What Work of Art Should Your Friends Fall in Love With? 41. What Do You Think About Efforts to Ban Books From School Libraries? 42. What Should Spotify Do About Joe Rogan? 43. How Excited Are You About the Metaverse? 44. Can Laziness Be a Good Thing? 45. What Do You Think of Pet Weddings? 46. What Are Your Thoughts About Hunting Animals? 47. Are You a Fan of ‘School Accounts’ on Social Media? 48. How Worried Should We Be About Our Democracy? 49. 9/11 Happened Before You Were Born. What Does It Mean to You? 50. What Is Your Choice for Word of the Year? 51. What Is Your Reaction to the Verdict in the Kyle Rittenhouse Trial? 52. Do Celebrities and Influencers Make You Want to Buy What They’re Selling? 53. Should Parents Ever Be Held Responsible for a School Shooting? 54. Should Websites Force Users to Prove How Old They Are? 55. Does Your Family Need to Cut Down On Screen Time? 56. How Useful Is It to Be Multilingual? 57. How Do You Feel About ‘Nepotism Babies’? 58. Does Class Rank Matter to You? 59. What Can Older Generations Learn From Gen Z? 60. Should Schools Require Students to Get the Coronavirus Vaccine? 61. When Talking About Identity, How Much Do Words Matter? 62. How Well Is Your School Handling Covid This Year? 63. How Should We Honor and Mourn Those We Have Lost to Covid? 64. What Are Your Texting Dos and Don’ts? 65. What Ideas Do You Have to Bring Your Community Closer Together?
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Writing Prompt: A useful thing for English learners to learn is the parts of speech. Learn the basic parts of speech . (Note: Your teacher or textbook may include “determiners” as another part of speech rather than classifying them as adjectives.) Then try to write one or two sentences using all eight parts of speech. Can you identify the part of speech for each word in your sentence? Practise this writing exercise regularly. It will help you when you are ready to learn more advanced grammar.
Oh! Myanmar people are facing a dangerous situation and they live in a difficult situation by increasing the prices of goods suddenly.
Thein Daw Gyi Pagoda is the most famous pagoda in Myeik, good sunest view on pagoda.
Yesterday, i was at hospital and doctor told me i am okay and i do not have anything about my concern.
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Writing Prompt: A useful thing for English learners to learn is the parts of speech. Learn the basic parts of speech. (Note: Your teacher or textbook may include "determiners" as another part of speech rather than classifying them as adjectives.) Then try to write one or two sentences using all eight parts of speech. Can […]
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