What is an indicator of a successful fading intervention?

A successful fading intervention is indicated when the student demonstrates skills with minimal supports. Fading involves gradually reducing the prompts or assistance given to a learner until they can perform the task independently. The goal of this approach is to help the student gain autonomy and confidence in their abilities.

When a student can demonstrate skills with minimal supports, it suggests they are progressing toward independent task performance. This means they have internalized the skill to the extent that they can perform tasks with only a slight nudge or reminder, which is the essence of successful fading. This transition shows that the fading process is working effectively, allowing the student to rely less on external prompts.

In contrast, the other options indicate challenges in the fading process. If the student cannot perform tasks without prompts, it signals that they still rely heavily on external support. Frequent assistance suggests they have not yet reached a level of independence, and avoiding tasks altogether indicates possible disengagement or lack of skill acquisition. Thus, demonstrating skills with minimal supports is the hallmark of a well-implemented fading intervention.