When considering most-to-least vs least-to-most prompting, what is a significant factor that may negatively impact learning?

Making errors significantly impacts learning, especially when considering prompting strategies such as most-to-least and least-to-most. When learners are prompted in a way that leads to frequent errors, it can create frustration and diminish their confidence in their ability to perform the task. Errors can also interfere with the learning process, as they may reinforce incorrect responses or lead to misunderstandings about the correct behaviors or skills being taught.

In prompting situations, if a learner consistently makes errors before they receive additional assistance, they may not grasp the skill effectively. This can hinder their ability to build on existing knowledge or skills, as they may be too focused on correcting mistakes rather than learning how to perform correctly. A more supportive prompting strategy, which minimizes errors early on, can enhance the chances of successful learning and mastery of the task at hand.