The most salient question when considering most-to-least vs least-to-most prompting is the degree to which making errors is likely to negatively impact learning.
Explanation
- Making errors during learning is a critical factor affecting which prompting strategy to use. Most-to-least prompting starts with the maximum support to prevent errors early in learning, which can reduce frustration and incorrect learning. Least-to-most prompting allows more independent attempts initially, which may lead to more errors but can promote problem-solving and active engagement.
- The choice depends on how detrimental errors are for the specific learner and task. If making errors severely hinders learning or causes negative effects, most-to-least is preferred to minimize errors. If errors can be tolerated and used as learning opportunities, least-to-most may be beneficial.
- This perspective is supported by educational and behavioral research emphasizing error management as a core element when selecting between these two prompting strategies.
This answer is drawn from behavioral analysis sources and practical educational guidance.
