What type of prompt would you initially use with students who need the least support?

The least-to-most hierarchy is a prompting strategy that starts with minimal assistance and increases the level of support as needed. This approach is particularly effective for students who require less support initially, as it encourages independence and allows them to attempt tasks without immediate heavy-handed guidance. By starting with a less intrusive prompt, the student has the opportunity to engage with the task on their own, which can enhance confidence and promote skill acquisition.

In this hierarchy, prompts can escalate to more direct forms of assistance only if the student struggles, thereby preventing dependence on prompts and fostering greater self-reliance and problem-solving skills. This method aligns with the principles of applied behavior analysis, which emphasize the importance of fostering independence in learners and adjusting assistance based on the learner's needs.

In contrast, other prompting methods, such as physical prompts or the most-to-least hierarchy, offer more immediate and direct assistance at the outset, which may not be suitable for learners who show a capacity for handling tasks with minimal support. Verbal prompts might be included but are typically part of a broader sequence of assistance that could vary in intrusiveness.