PS563 U3 DB

Prompting and Prompt Fading to Support Behavior Change In this discussion, you will design a set of instructions for prompting a client during the process of learning a new skill by using stimulus and response prompts, and by discussing how modeling might support the development of the skill. You may refer to the supplemental materials provided in the Cowen et al., (2022) article to guide your prompting / prompt fading process. Choose from one of the following clients for the discussion: Jamie, a 15-year-old teenager with a mild intellectual disability, is learning to use public transportation independently. Alex, a 6-year-old child with Prader-Willi Syndrome, has difficulty tying their shoes. Their parents have tried several times to teach Alex, but they still struggle with the task. Yara, a 7-year-old child diagnosed with autism, has difficulty brushing her teeth independently. Samir, a 16-year-old teenager diagnosed with Down syndrome, is interested in learning to prepare a simple meal independently. First, discuss the differences between stimulus and response prompts. Then, for your chosen client, provide various specific examples of both stimulus and response prompts that may be utilized to support the client’s skill development. Next, discuss how prompts would be faded in order to transfer stimulus control from the prompt to the naturally occurring stimuli in the environment, and provide a specific example of how a fading process would look for your chosen client. Provide some examples of how imitation, modeling, or observational learning may be used to further support the process of teaching your client the target skill. Finally, in referring to Rajaraman, et al. (2022), discuss how prompting procedures may be considered from a trauma informed lens. How might a client’s potential trauma history alter the determination of how prompting is used?