Written Hierarchy of Prompting Levels

Child:

Naomi

Most Intrusive

Jessica Howard

Goal: Naomi will use 2 word sentences to express needs and wants 2 times daily during toddler lab.

Prompt

Segmented Model

Least Intrusive

Submitted by:

Description of how you administer or support in context

Teachers will give Naomi one word at a time, to help her

to say what she wants or needs. For example, teacher
will say, more and Naomi will repeat, then teacher
says, juice and Naomi will repeat.
Direct Model
Teachers will model expressing needs and wants by
pointing to the things that Naomi wants and saying
something like, Naomi wants the ball.
Indirect Model
Teachers will model expressing needs and wants
through parallel and self talk as they play and interact
with Naomi and labeling the things that she wants.
Direct Verbal Prompt
Teachers will prompt Naomi directly by saying, Naomi,
you have to tell me what you would want
Indirect Verbal Prompt
Teachers will prompt indirectly by asking, what would
you like? or something similar.
Spontaneous/Independentl Naomi will ask for what she wants or needs independent
y
of any prompts. She will speak and express herself
freely.

Written Hierarchy of Prompting Levels

Child:

Sam

Jessica Howard

Goal: Sam will count the number of toys that he is playing with 3 times daily during toddler lab.

Most Intrusive Prompt

Segmented Model

Least Intrusive

Submitted by:

Description of how you administer or support in context

Teachers will point and count to each toy as Sam

repeats the pointing actions and responding verbally
with the correct number.
Direct Model
Teachers will model for Sam by counting together the
number of toys that he has. Sam and teachers will point
to each object together while counting them aloud.
Indirect Model
Teachers will model for Sam indirectly by counting the
number of toys that he has one by one and then stating
how many toys he has.
Direct Verbal Prompt
Teachers will ask Sam how many toys he is playing
with. For example, Sam, how many trucks do you
have? or Lets count your toys.
Indirect Verbal Prompt
Teachers will prompt Sam to count indirectly by using
parallel talk when playing near him and saying
something like, I wonder how many balls Sam has;
maybe he will count them for us.
Spontaneous/Independentl Sam will independently count the number of toys that
y
he is playing with.