Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay; (5) constant time delay; and (6) simultaneous prompting. In addition to being effective, response-prompting strategies can be an efficient way to teach. Response-prompting strategies often require less instructional time to implement than other procedures because instructors do not have to spend a lot of time correcting errors. Despite the reasons to use response-prompting procedures, there are a number of myths teachers may believe that can decrease their willingness to teach in this way. These include the belief that response prompting can be delivered only by a trained special education teacher in a special education classroom in a massed trial format when teaching discrete skills (e.g., teaching multiple repetitions of a one-step response, such as a sight word) in a one-to-one format. In reality, response-prompting procedures are more flexible and less regimented than what teachers may believe.