In teaching children with autism or autistic spectrum disorders (ASD), using prompts is vital. Prompts allow preschool learners to engage in problem-solving, thus building the necessary skillset and progressing to the next developmental stage. In the video titled “ABA Autism Training – Chapter 3 – Prompting,” several main types of prompts can be observed.
A physical hand-over-hand prompt is used during the first few minutes of the video to demonstrate the importance of guided learning for children with ASD. Namely, in the video, the woman shows a boy where a lace should be placed so that it could go through the correct hole and that the project could be completed (Wiley). The specified prompt allows the child to train spatial and motor skills. Another type of prompts shown in the video is the motor prompt, to which the narrator refers as the gestural prompt. Specifically, the therapist asks the boy to touch the yellow card, simultaneously tapping the required card so that the child could identify it and repeat the action (Wiley). The specified prompt helps to teach a child to discern between the characteristics of objects. Finally, visual prompts are described in the video thoroughly. Specifically, in the video, a woman holds a paper with a question mark in front of a girl, encouraging her to ask a question (Wiley). As a result, the child learns to connect visual cues with verbal ones, eliciting the meaning of both correctly.
The video illustrates the significance of prompts as the tool for teaching children with ASD. By portraying different types of prompts in action, the video serves as a guide to how early childhood development can be started in autistic children. Although the prompts listed above are only a few examples of a much larger number of opportunities, they illustrate the role of prompts in teaching ASD children quite accurately.
Wiley, Matt. “ABA Autism Training – Chapter 3 – Prompting.” YouTube, uploaded by Matt Wiley, 2012, Web.