LTM Prompting Increases Multi-Symbol Message Production

New AAC users may require more support when learning new language concepts. Prompting is used to facilitate a new skill (Neitzel & Wolery, 2009). This can be used by a clinician, teacher, or caregiver where they can use verbal or tactile cues to prompt the AAC user. If a user is provided with too much prompting they can become prompt dependent, meaning they rely on prompting instead of learning to independently communicate. Prompting is also a way to introduce a new language concept and to elicit that concept.

• Least-to-most prompting (LTM) has been found to increase multi-symbol message production (Finke et al., 2014). Using a single-subject, multiple-probe research design, Finke and colleagues examined the efficacy of prompting using LTM for teaching multi-symbol messages using AAC systems during a reading activity. Of the 6 participants in the study, all with ASD who use AAC to communicate, all participants demonstrated an increase in multi-symbol message production using a LTM prompting paradigm.

• Using our Proslate, AAC users have the opportunity to learn a variety of new vocabulary and language concepts as well as learn to produce multi-symbol messages with various AAC applications including Proloquo2Go by AssistiveWare and LAMP Words for Life by PRC.

• The use of the LTM paradigm is one strategy communication partners can use to teach AAC users. Implementing this paradigm in AAC intervention can prevent prompt dependency and can be used to teach a new language concept.

• See also: Developing Prompt Awareness in the AAC Team - USSAAC

References

• Finke, E., Davis, J., Benedict, M., Goga, L., Kelly, J., Palumbo, L., . . . Waters, S. (2017). Effects of a least-to-most prompting procedure on multisymbol message production in children with autism spectrum disorder who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 26, 81–98. https://doi.org/10.1044/201

• Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, University of North Carolina.

Katie Threlkeld, M.S., CCC-SLP is a licensed, ASHA-certified speech-language pathologist and the Educational Program Developer at Forbes AAC. She has over eight years of experience in AT and AAC assessment and treatment with both the pediatric and adult populations. Katie has presented at the state and national level on AAC topics and she has University teaching experience at the undergraduate and graduate level.