A Scoping Review of the Literature on Prompt‐Dependent Behavior in Learners Diagnosed With Autism Spectrum Disorder

ABSTRACT Although prompt‐dependent behavior is mentioned in the literature, only a few studies have evaluated assessments or interventions for this behavior. The current study consists of a scoping review of the literature on prompt‐dependent behavior. This review aimed to identify variables responsible for the acquisition of, the types of assessments to identify, and the types of interventions employed to decrease prompt‐dependent behavior in learners with autism spectrum disorder (ASD). We identified 29 articles for this review, 12 of which were empirical studies that assessed and/or employed an intervention for prompt‐dependent behavior of individuals diagnosed with ASD. Results indicated that although various theories exist that hypothesize how prompt‐dependent behavior is acquired, empirical support is lacking. Most studies conducted indirect assessments (e.g., caregiver nomination) to identify individuals with prompt‐dependent behavior, and outcomes indicated that contingency mapping, shaping combined with prompting, and differential reinforcement were effective at decreasing prompt‐dependent behavior for certain individuals. We conclude with a summary of the limitations of the current literature on prompt‐dependent behavior, recommendations for future research, and clinical implications.