In this episode of Behavioral Intelligence con Mara Sánchez, we break down G.7: Selecting and evaluating stimulus and response prompting procedures, a critical skill for building efficient, ethical, and data-driven teaching systems.

Prompting is not just about helping a learner respond—it's about engineering success while systematically transferring stimulus control. The way you select and fade prompts directly impacts acquisition speed, error rates, and long-term independence.

At Amethyst Therapy Services Inc. (www.amethysttherapyservices.com), we train clinicians to implement prompting strategies that are precise, individualized, and defensible under clinical and payer scrutiny.

🎯 In this episode, you will learn:
• The difference between stimulus prompts vs. response prompts
• How to select between errorless (most-to-least) and least-to-most prompting hierarchies
• When to prioritize skill acquisition vs. error reduction
• How to evaluate prompt effectiveness using data trends and error patterns
• How to systematically fade prompts to achieve independence

⚠️ Common Exam Traps:
• Using the same prompting strategy for all learners regardless of skill level
• Failing to fade prompts → prompt dependency
• Selecting least-to-most when errors are high and harmful
• Ignoring data when evaluating prompting effectiveness

💡 Exam Strategy:
Correct answers will ALWAYS include:
✔ Consideration of learner history and error rates
✔ Alignment between prompting strategy and skill difficulty
✔ A clear plan for prompt fading and transfer of stimulus control

🔥 Clinical Insight:
Errorless teaching (most-to-least) is ideal when errors are likely or costly.
Least-to-most prompting is appropriate when the learner has some independence and can benefit from opportunities to respond before assistance.

Elite clinicians don’t just prompt.
They design prompting systems that disappear over time.

🎧 Learn deeper concepts: Behavioral Intelligence con Mara Sánchez
🌐 www.amethysttherapyservices.com
📩 [email protected]