The term prompts refers to the way a desired response/behavior is elicited, and it is often used interchangeably with the term cues. Prompts can take many forms and vary in regards to the level of support provided to a client during a course of treatment. Initially, the clinician identifies the target response/behavior, and then writes a long-term goal and an accompanying set of short-term objectives that define the level and type of prompts that will support learning in treatment. Often referred to as a prompting or cueing hierarchy, this usually follows a most to least support approach, as the client typically needs significant support when first learning the targeted response/behavior, but then requires less support as treatment progresses and associated learning occurs.

Many Speech–Language objectives are ...