When reducing prompts, which strategy focuses on the most substantial assistance given first, graduated to less assistive support?

The most-to-least prompting strategy is characterized by providing the highest level of assistance initially, followed by a systematic reduction in support as the individual becomes more competent in the task or skill. This approach allows for intensive support when a learner is first introduced to a task, ensuring they experience success and build confidence. As the learner begins to master the skill, the level of assistance is gradually decreased, promoting independence and mastery over time.

This strategy is particularly effective because it addresses the learner's immediate needs with ample support, while also preparing them to operate independently. The stepwise withdrawal of prompts also highlights the learner's progress, motivating them as they gain more control over the task at hand. By starting with more significant assistance, the learner has a clear path to understanding the expectations and requirements of the activity, which is critical for skill acquisition and generalization.