Priming involves giving the learner a preview of what is coming next before it actually happens. Think of it as a mental warm-up. You might read a social story about going to the assembly, show them the worksheet they will be working on during math class, or preview the rules of a game before recess.

You use priming for learners who experience high anxiety, struggle with unpredictability, or frequently refuse work when first presented. By pre-teaching the expectations and materials in a low-pressure setting, the task becomes familiar and much less threatening. This lowers the value of escape-maintained behaviours and sets them up for immediate success.

Practitioners often fail by trying to prime the learner right in the middle of a transition or noisy environment. Priming must occur in a quiet, distraction-free space beforehand. Another error is making the priming session feel like a test. You should present the materials neutrally, model success, and avoid putting pressure on the learner to perform.

Implementation

Identify the specific activity, routine, or demand that typically triggers problem behaviour.

Select a quiet time before the activity begins (e.g., first thing in the morning, or during a free play block).

Briefly preview the materials, steps, or social expectations of the target activity.

Provide opportunities for the learner to practice the task with high support and zero pressure.

Deliver specific praise and positive reinforcement for participation during the preview.

Priming (Pre-teaching)

Implementation

Common Mistakes