{"id":50841,"date":"2026-09-21T15:59:12","date_gmt":"2026-09-21T19:59:12","guid":{"rendered":"https:\/\/behavioralobservations.com\/be_obs\/?p=50841"},"modified":"2026-09-21T15:59:20","modified_gmt":"2026-09-21T19:59:20","slug":"are-we-thinking-about-prompts-all-wrong-session-339-with-andy-bondy","status":"publish","type":"post","link":"https:\/\/behavioralobservations.com\/be_obs\/are-we-thinking-about-prompts-all-wrong-session-339-with-andy-bondy","title":{"rendered":"Are we thinking about prompts all wrong? Session 339 with Andy Bondy"},"content":{"rendered":"<p><iframe loading=\"lazy\" title=\"Embed Player\" src=\"https:\/\/play.libsyn.com\/embed\/episode\/id\/42980303\/height\/128\/theme\/modern\/size\/standard\/thumbnail\/yes\/custom-color\/233d61\/time-start\/00:00:00\/playlist-height\/200\/direction\/backward\/download\/yes\/font-color\/FFFFFF\" height=\"128\" width=\"100%\" scrolling=\"no\" allowfullscreen=\"\" webkitallowfullscreen=\"true\" mozallowfullscreen=\"true\" oallowfullscreen=\"true\" msallowfullscreen=\"true\" style=\"border-width: medium; border-style: none; border-color: currentcolor; border-image: none;\"><\/iframe><\/p>\n\n\n<h2 class=\"wp-block-heading\">Listen on: <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/are-we-thinking-about-prompts-all-wrong-session-339\/id1086413253?i=1000790984846\" data-type=\"link\" data-id=\"https:\/\/podcasts.apple.com\/us\/podcast\/are-we-thinking-about-prompts-all-wrong-session-339\/id1086413253?i=1000790984846\">Apple Podcasts<\/a> | <a href=\"https:\/\/open.spotify.com\/episode\/7imqpIgGE3QXTFOh9Ss9ny?si=H-IfMXXhTmKKJTDW3MN86g\" data-type=\"link\" data-id=\"https:\/\/open.spotify.com\/episode\/7imqpIgGE3QXTFOh9Ss9ny?si=H-IfMXXhTmKKJTDW3MN86g\">Spotify<\/a> | <a href=\"https:\/\/youtu.be\/Ye2CsQ5ExO0?si=WzwpdEZeYiBpray8\" data-type=\"link\" data-id=\"https:\/\/youtu.be\/Ye2CsQ5ExO0?si=WzwpdEZeYiBpray8\">YouTube<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">What exactly do we mean when we say we're \"fading\" a prompt? Is a physical prompt inherently more intrusive\u2014or more difficult to eliminate\u2014than a gestural or verbal prompt? And what does \"errorless learning\" actually tell us about the teaching procedures we're using?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dr. Andy Bondy returns to the podcast to tackle these questions through the lens of <strong>gradualism<\/strong>: the idea that meaningful behavioral change often emerges through small changes that accumulate over time.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Andy has recently been presenting on gradualism to behavior analysts and other professionals, and in this conversation we explore what the concept might contribute to the way we think about teaching, prompting, generalization, and skill development.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">We begin by discussing gradualism across fields such as biology, geology, and psychology before turning to its implications for behavior analysis. Andy contrasts the traditional tendency to examine discrete behavioral units with an approach that considers the flow of behavior across longer periods of time.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">From there, we take a closer look at prompts. Andy distinguishes prompts from cues and argues that prompts should be defined functionally\u2014by whether they actually improve performance\u2014rather than simply by their form.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">We also examine some familiar language surrounding prompt hierarchies. In particular, Andy questions terms such as \"intrusiveness\" and \"restrictiveness\" when those properties aren't tied to directly measurable dimensions. If we're fading a prompt, he argues, we should be able to say what we're actually changing: distance, force, volume, time, or another measurable property.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This leads to a larger question: <strong>Is there evidence that particular types of prompts are universally easier or harder to fade?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">We discuss the implications of that question for commonly used least-to-most and most-to-least prompting systems, as well as what it might look like to assess prompt effectiveness at the level of the individual learner and skill rather than relying exclusively on predetermined hierarchies.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Later in the conversation, we broaden the discussion to generalization and fluency. Andy argues that programming for generalization shouldn't begin only after a skill reaches mastery and that behavior analysts should attend not only to stimulus generalization, but also to important dimensions of the response itself\u2014including rate, duration, speed, and fluency.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Finally, we discuss \"errorless learning.\" Andy questions whether the term provides enough information about what an instructor is actually doing and suggests that <strong>minimizing errors<\/strong>\u2014while naming the specific procedures being used, such as fading or time delay\u2014may be a more useful way to describe our teaching.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Topics discussed include:<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\">What gradualism means in behavior analysis<\/li>\n\n\n\n<li class=\"\">Prompts versus cues<\/li>\n\n\n\n<li class=\"\">What makes a prompt a prompt<\/li>\n\n\n\n<li class=\"\">Prompt fading versus changing prompt types<\/li>\n\n\n\n<li class=\"\">Problems with terms such as \"intrusiveness\" and \"restrictiveness\"<\/li>\n\n\n\n<li class=\"\">Whether prompt hierarchies should be individualized<\/li>\n\n\n\n<li class=\"\">Assessing prompt effectiveness<\/li>\n\n\n\n<li class=\"\">Stimulus and response generalization<\/li>\n\n\n\n<li class=\"\">Accuracy versus fluency<\/li>\n\n\n\n<li class=\"\">Programming for rate and speed<\/li>\n\n\n\n<li class=\"\">Why generalization should be considered from the beginning of instruction<\/li>\n\n\n\n<li class=\"\">\"Errorless learning\" versus minimizing errors<\/li>\n\n\n\n<li class=\"\">The importance of describing teaching procedures in measurable, observable terms<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">This conversation offers a useful challenge to several pieces of behavior-analytic terminology that can become so familiar that we stop asking exactly what they mean\u2014and whether our language accurately describes what we're doing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If you want to hear more from Andy, you can join him, along with Lori Frost and other invited speakers from around the world on October 20th for the <a href=\"https:\/\/pecsusa.com\/pyramid-functional-conference-2026-learning-that-lasts\/\" target=\"_blank\" rel=\"noopener\">Pyramid FUNctional Conference 2026<\/a>: Learning That Lasts. Explore practical strategies for supporting communication, independence, safety, access, and meaningful outcomes across the lifespan.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">This episode is brought to you by the following sponsors:<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\">Behavior University. Their mission is to provide university quality professional development for the busy Behavior Analyst. Learn about their CEU offerings, including their 8-hour Supervision Course, as well as their RBT offerings over at <a href=\"https:\/\/behavioruniversity.com\/observations\" target=\"_blank\" rel=\"noopener\">behavioruniversity.com\/observations.<\/a> Don't forget to use the coupon code, PODCAST to save at checkout!<\/li>\n\n\n\n<li class=\"\">Safety-Care is a crisis prevention and de-escalation training program designed for professionals who support individuals with challenging behavior. More than 300,000 professionals have been trained in Safety-Care's evidence-based approach to recognizing early warning signs and responding with confidence. To learn more, visit&nbsp;<a href=\"https:\/\/qbs.com\/podcast\" target=\"_blank\" rel=\"noopener\">QBS.com\/podcast<\/a>.<\/li>\n\n\n\n<li class=\"\">Learn from your favorite podcast guests while you're commuting, walking the dog, or whatever else you do while listening to podcasts. New events are being added all the time, so check them out&nbsp;<a href=\"https:\/\/behavioralobservations.com\/get-ceus\" target=\"_blank\" rel=\"noopener\">here<\/a>.&nbsp;<\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/www.hricolorado.com\/\" target=\"_blank\" rel=\"noopener\">HRIC Recruting<\/a>. Cut out the middleman and speak directly with Barbara Voss, who's been placing BCBAs in great jobs all across the US for 15 years.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Listen on: Apple Podcasts | Spotify | YouTube What exactly do we mean when we say we&#8217;re &#8220;fading&#8221; a prompt? Is a physical prompt inherently more intrusive\u2014or more difficult to eliminate\u2014than a gestural or verbal prompt? And what does &#8220;errorless learning&#8221; actually tell us about the teaching procedures we&#8217;re using? Dr. Andy Bondy returns to&#8230;  <a class=\"excerpt-read-more\" href=\"https:\/\/behavioralobservations.com\/be_obs\/are-we-thinking-about-prompts-all-wrong-session-339-with-andy-bondy\" title=\"Read Are we thinking about prompts all wrong? Session 339 with Andy Bondy\">Read more &raquo;<\/a><\/p>\n","protected":false},"author":1,"featured_media":50840,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"nf_dc_page":"","ghostkit_customizer_options":"","ghostkit_custom_css":"","ghostkit_custom_js_head":"","ghostkit_custom_js_foot":"","ghostkit_typography":"","_monsterinsights_skip_tracking":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[182,7,819,820,183,818],"class_list":["post-50841","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-podcasts","tag-andy-bondy","tag-autism","tag-errorless-learning","tag-fading","tag-pecs","tag-prompts","page-entry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Are we thinking about prompts all wrong? Session 339 with Andy Bondy - The Behavioral Observations Podcast<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/behavioralobservations.com\/be_obs\/are-we-thinking-about-prompts-all-wrong-session-339-with-andy-bondy\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Are we thinking about prompts all wrong? Session 339 with Andy Bondy - The Behavioral Observations Podcast\" \/>\n<meta property=\"og:description\" content=\"Listen on: Apple Podcasts | Spotify | YouTube What exactly do we mean when we say we&#039;re &quot;fading&quot; a prompt? Is a physical prompt inherently more intrusive\u2014or more difficult to eliminate\u2014than a gestural or verbal prompt? And what does &quot;errorless learning&quot; actually tell us about the teaching procedures we&#039;re using? 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