What is the primary rationale for using a most-to-least prompts instructional sequence for a nonverbal student with ASD?

The primary rationale for using a most-to-least prompts instructional sequence for a nonverbal student with ASD lies in its ability to reinforce effective communication and reduce challenging behaviors. Most-to-least prompting begins with the most support, providing clear guidance and minimizing frustration for the learner. As the student becomes more competent and confident in their responses, prompts are gradually faded, encouraging independence and self-initiated communication.

This approach is particularly beneficial for nonverbal students as it helps build a foundation of effective communication skills by establishing a supportive environment in which the student feels safe to attempt communication. The sequence allows the learner to experience success early on, which is critical for motivation and reducing potential frustration that can lead to challenging behaviors. This method aligns with the principles ofApplied Behavior Analysis (ABA), wherein providing gradual support encourages skill acquisition while diminishing the reliance on prompts over time.