Instructional strategies handout

Antecedent Prompts

Antecedents are cues or instructions used to initiate behavior. When natural cues aren’t enough, teachers use prompts to guide correct responses. Prompts should highlight natural cues, be as minimal as possible, and be faded quickly to avoid dependence. Overuse or strong prompts can hinder independence.

Expanded and Relevant Feature Prompts

Expanded prompts add extra details to natural cues (e.g., tracing dots to write a name), while relevant feature prompts highlight essential task features, often with color coding. These support correct responses but must gradually fade so the natural cues eventually stand alone.

Proximity Prompts

Proximity prompts involve altering the placement of materials to guide student responses. For example, placing the correct utensil closer during trials helps highlight it for selection. Over time, the distance between materials is reduced until they are presented equally, promoting independent, accurate choices.

Associative Prompts & Modeling

Associative prompts pair abstract concepts with concrete examples, like flashcards showing the word fork with a picture of a fork. Over time, prompts are faded to encourage independence. Modeling involves a teacher demonstrating a behavior for students to imitate (e.g., brushing teeth). For effectiveness, teachers must gain attention, provide clear demonstrations, and use simple cues.

Match-to-Sample & Self-Operated Prompts

Match-to-sample prompts provide an example item for students to follow, similar to modeling but object-based (e.g., showing a sample completed task). Self-operated picture or auditory prompts guide students through tasks, offering ongoing support, particularly for multistep activities or students with cognitive challenges.

Learning Strategies

Learning strategies focus on how students learn rather than specific content. They are especially useful for students with mild or no impairments. These strategies include describing, modeling, rehearsal, and practice. They often use mnemonics (e.g., ESP—Equipment, Steps, Problems) or rhythmic structures (songs, raps) to support memory, note-taking, health, and physical education.

Response Prompts

Prompts help students perform behaviors that are absent or incomplete. They guide motor responses, prevent errors, and reinforce correct performance. Five types include:

• Full physical prompt: teacher fully assists.

• Partial physical prompt: minimal assistance or direction.

• Model prompt: teacher demonstrates for imitation.

• Gesture prompt: teacher signals nonverbally.

• Verbal prompt: teacher gives spoken instructions.

Systematic Use of Response Prompts

Prompts should be used systematically, either as a single strategy (time delay) or multiple strategies (maximum prompts, least prompts, graduated guidance).

• Time delay: teacher gives an instruction, waits for student response, then prompts if needed.

• Maximum prompts: start with full assistance and fade gradually.

• Least prompts: begin with minimal help and increase if necessary.

System of Maximum Prompts

This method begins with the most assistance (e.g., full physical support), then systematically reduces help as the student gains independence. The teacher provides errorless practice, testing reduced levels of prompts until the student can perform independently. The goal is to fade teacher involvement while increasing student mastery.

Demonstration-guided practice-independent practice model

This model is often used with students with mild to no cognitive impairments. It involves three stages:

1. Demonstration – the teacher explains and models the skill.

2. Guided Practice – students practice with teacher support, prompts, and feedback.

3. Independent Practice – students perform skills independently, with minimal guidance but continued feedback when needed.


It gradually shifts responsibility from teacher to student, allowing skills to be learned, generalized, and practiced until mastery.