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

Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a highprobability 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...

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Bibliographic Details
Published in:Journal of behavioral education 2012-06, Vol.21 (2), p.119-133
Main Authors: Axelrod, Michael I., Zank, Amber J.
Format: Article
Language:English
Subjects:
Academic education
Behavior Problems
Behavioral Science and Psychology
Child and School Psychology
Classroom environment
Classroom management
Classroom techniques
Compliance (Psychology)
Desks
Developmental Disabilities
Educational Environment
Elementary School Students
Elementary School Teachers
General Education
Intervention
Learning and Instruction
Original Paper
Probability
Psychology
Reading Instruction
School Personnel
Self Contained Classrooms
Special education
Special education teachers
Student Behavior
Students
Teachers
Teaching
Teaching Methods
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Summary:Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a highprobability 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.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-011-9145-6