Instructors use prompts to assist learners in acquiring skills and then fade those prompts until responding occurs under the appropriate stimulus control conditions. Cengher et al. "Journal of Developmental and Physical Disabilities," 30, 155-173 (2018) reviewed studies that compared two or more different prompt-fading procedures. The current review extends the literature by analyzing studies that manipulated parameters and components of prompt-fading procedures. The data search and data analysis processes were similar to the ones reported by Cengher et al. "Journal of Developmental and Physical Disabilities," 30, 155-173 (2018). The results support the selection of self-paced, individualized instruction that programs the appropriate development of stimulus control by fading within the discriminative stimulus, using an observing response, and teaching a conditional discrimination from the onset of training. Even though the results were generally consistent across studies, there are some parameters and components that have more empirical support and others that require continued investigation. Implications for clinical practice and directions for future research are discussed.