PROMPT Training

I was asked to develop a design plan, learning plan, and learning materials for 30-minutes of training. I chose to focus on a real need for Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) training for a new Communicative Disorders Assistant (CDA).

I interviewed my subject matter expert to learn about PROMT and the tasks the new CDA would need to perform. I identified three main performance and learning objectives for the new CDA to accomplish the goal of accurately using PROMPT to aid the client’s speech development and identifying known sound substitutes when appropriate:

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Performance Objectives

• Performance Objective #1: Explain the tactile cues and the three support components that contribute to sound formation

• Performance Objective #2: Use the correct tactile cues to support the components that contribute to sound formation

• Performance Objective #3: Identify potential sound substitutions to aid in word development

Learning Objectives

• Learning Objective #1: Given a list of sounds, the learner will explain each PROMPT, such that the three components of sound formation are identified with 100% accuracy

• Learning Objective #2: Given the trainer’s head, the learner will demonstrate PROMPT such that, the correct finger placements, timing, and pressure of the tactile cues are used 100% of the time

• Learning Objective #3: Given 10 words, the Communication Binder, and a template, the learner will propose a word development plan such that, only words containing sounds the client is struggling with/has not achieved are modified, and that these substituted sounds best match the desired sound in terms of the three components of sound formation

I created a design plan for three units corresponding to these objectives. I estimated the units would each take at least 30 minutes to complete and decided to focus on unit three for my learning plan and materials. To accomplish the learning objective, I applied a synchronous case study approach with the inquiry-based Three-Part Learning Model to maximize feedback opportunities and encourage a planned and reflective practice. The assessments included a draft plan for the development of ten words, a self-constructed job aid, and an oral test with approximately ten words (half review, half new).

• Blended learning to balance client schedule and care responsibilities

• Inquiry-based approach to facilitate retention and best-practices

• Laboratory/simulation activity with the trainer to ensure proper hand positioning prior to assisting client

• Continuous feedback opportunities embedded

• Opportunities to demonstrate near and far transfer

• Scheduled follow-ups with trainer to aid retention

Stephanie Boyle-Ehsani