During teaching, skills are broken down into achievable steps, maximizing each learner’s chance to succeed. Where necessary, learners are helped to respond correctly by teaching prompts as they move through their individual curriculum, so that all learning remains as errorless as possible; this ensures that they learn more quickly, and that they have fun doing it!  These prompts can be physical (example, taking a child’s hand and showing them how to hold a tennis racquet), verbal  (telling a child what to say or do) or modeling (showing the child what to do and then getting them to imitate you).  Any mistake made on the part of the learner seen as is a mistake on the part of their teacher’s prompting. 

Target skills are presented across each teaching session in the form of ‘teaching trials’. A three-part teaching trial involves (in simple terms) 1) the teacher’s demand (or the “antecedent”), followed by 2) the child’s response which is then 3) consequated by a reinforcer if correct, or the removal of reinforcement if incorrect.  

With each repetition of a skill, the level of prompting required in order for the learner to be successful is gradually reduced (“prompt fading”), if the learner shows an improvement in their responding. Once the learner is able to consistently respond to a demand without the aid of any prompts, that skill will then be taught to “fluency”, which means that the child will find it easy and “automatic” to use the skill when they need to. 

Daily data recording of the quality of the learner’s efforts across their target skill areas means that programmes develop at a pace which is specific to their individual learning potential. The use of data recording also ensures that programmes are delivered consistently by all involved in the learner’s development (parents, friends, relatives and teachers).