Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students |
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Authors: | Michael I Axelrod Amber J Zank |
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Institution: | (1) Psychology Department, Human Development Center, University of Wisconsin-Eau Claire, 105 Garfield Ave., Eau Claire, WI 54702-4004, USA;(2) St. Croix River Education District, Rush City, MN, USA |
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Abstract: | Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant
students is a high-probability command sequence (HPCS; i.e., a set of simple commands in which an individual is likely to
comply immediately prior to the delivery of a command that has a lower probability of compliance). Although research has shown
this technique to be effective at increasing compliance across various settings and behaviors, most studies have been limited
to participants with moderate to severe developmental disabilities. The current study targeted 2 noncompliant elementary-age
students within the general education setting. Two teachers were taught to integrate HPCS into ongoing classroom reading instruction
and independent seatwork. For both participants, higher percentages of compliance with low-probability commands were displayed
during intervention and maintenance phases compared to baseline levels. Results suggest that using an antecedent intervention
based on HPCS holds promise for school personnel working with noncompliant students within the general education setting. |
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