During Discrete Trial Training (DTT) integrated with PECS, what is the PRIMARY purpose of systematically fading prompts?

The primary purpose of systematically fading prompts during Discrete Trial Training (DTT) integrated with Picture Exchange Communication System (PECS) is to promote the learner's independence in requesting items and communicating effectively without ongoing assistance. Let's break down each component to understand this fully. DTT is a structured teaching method used in Applied Behavior Analysis (ABA) to teach specific skills by breaking them down into small, manageable steps. Each 'trial' involves a clear instruction, a learner response, and immediate feedback. PECS is an augmentative and alternative communication (AAC) system where individuals use pictures to communicate their wants and needs. It’s often used by people who have difficulty with verbal communication. When DTT is integrated with PECS, the learner uses picture cards to request items or activities.

Prompt fading is the gradual reduction of assistance provided to the learner. Initially, a learner might require a high level of prompting to complete a request. A prompt is any cue or assistance given to help the learner perform the desired behavior. These prompts can be physical (e.g., physically guiding the learner’s hand to pick up the picture card), gestural (e.g., pointing to the picture card), verbal (e.g., saying “Give me the juice picture”), or modeled (e.g., showing the learner how to exchange the picture card). As the learner demonstrates increasing accuracy and consistency, prompts are systematically reduced. This fading follows a pre-determined plan, moving from more intrusive prompts to less intrusive ones. For example, a therapist might start by physically guiding the learner to select the 'juice' picture, then transition to just pointing to the picture, then saying “Juice?” while the learner looks at the picture, and finally, simply stating “What do you want?” allowing the learner to independently select and present the picture.

The systematic nature of prompt fading is crucial. It’s not random; it follows a planned sequence, ensuring the learner has sufficient support to succeed at each step before the prompt is reduced. The goal is to shape the learner’s behavior so they eventually initiate the request independently, without any prompts. This independence is the ultimate objective. By fading prompts, we are essentially teaching the learner to rely on their own skills and internal motivation to communicate, rather than external cues. If prompts are not faded, the learner may become overly reliant on them and never develop the ability to communicate independently. Therefore, prompt fading is essential for generalization – the ability to use the learned skill in different settings and with different people – and for fostering long-term communication competence.