Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students

Autor/inn/en	Axelrod, Michael I.; Zank, Amber J.
Titel	Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students
Quelle	In: Journal of Behavioral Education, 21 (2012) 2, S.119-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-011-9145-6
Schlagwörter	Intervention; General Education; Developmental Disabilities; Compliance (Psychology); Probability; School Personnel; Reading Instruction; Student Behavior; Educational Environment; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Entwicklungsstörung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schulpersonal; Leseunterricht; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10