These are some of my favorite ways of prompting in activities.
1) Modelling
If the child is not able to do the activity or to say the answer you expect, you can model the targeted answer. It gives the child a sense what he should tell/ do for the rest of the activity.
eg. *ST: John, Whose nose is this? ( Pointing to dolly's nose )
( John couldn't give the answer)
ST: It's dolly's nose ( Target: possessive noun " dolly's" )
2) Forced choices/ forced alternatives
You can give choices .
eg. Is he running or jumping? (Target: Naming action verb picture card " jumping" )
3) Phonemic cues
Give him the initial sound of the word / a part of the word, then he can easily give the answer.
eg: ST: Sarah, who is this?
( Sarah couldn't answer)
ST: This is a 'b..../ bo
Sarah: BOY
4) Physical prompting
The Speech Therapist can physically hold the child's hand to show / to point to the pictures if he can't do it by himself.
5) Visual cues
You can use pictures/ PECS cards to cue him for the answers
eg: ST: Maggie, What's Teacher/ Aunty (ST) doing? ( You do actions (eg. jumping) and you expect child to comment on your actions)
( Maggie couldn't answer)
You can show pictures of jumping and eating and encourage to choose from pictures.
6) Written cues
If the child can read, you can use written words same as pictures, so he will be able to learn it faster.
The child would get an idea that activities are achievable when you provide good prompting. I usually give them maximal prompting in the beginning of the activities and then gradually decrease the frequency of prompting. Ultimately, the child will be bale to do it without any support of the therapist.
(* ST: Speech Therapist)