Also see Morgan (2006) for classroom application. see above Evidence: Use High Probability Request Sequence (HPRS) Definition (Oliver & Skinner, 2003): The presentation of a series of directions that a student is likely to perform (i.e., high-p command) delivered immediately before a request that a student is less likely to perform (i.e., low-p command) teacher commands = 80% or better compliance “High-p” teacher commands = 40-50% or less “Low-p” Using a series of high-p requests to build behavioral momentum in order to increase the probability of compliance with the low-p request The high probability request sequence establishes a learning history (Davis, 1995) Steps Deliver a series of three to five high-p commands at a rapid pace Provide praise for each performance of the high-p command Deliver a low-p command Provide praise for the performance of the low-p request Example: A teacher can ask a student to give me five, touch your nose, clap your hands (high-p commands) just before directing the student to get out her textbook (low-p command). Evidence: Demonstrated effectiveness across academic settings (inclusion and special education classrooms) and across different disabilities, including students with severe disabilities as well as young children without disabilities (e.g., Lee, 2005; Davis et al., 1993; Davis & Brady, 1994; Davis & Reichle, 1996; Jung et al., 2008; Wehby & Hollahan, 2000). References Carson, P. M., & Eckert, T. L. (2003). An experimental analysis of mathematics instructional components: Examining the effects of student- selected versus empirically selected interventions. Journal of Behavioral Education, 12, 35-54. Colvin, G., Sugai, G., Good, R. H., III, & Lee, Y-Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology 344-361. Quarterly, 12, Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of tasks and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, 11-27.
Also see Morgan (2006) for classroom application. Evidence: see above Use High Probability Request Sequence (HPRS) Definition (Oliver & Skinner, 2003): The presentation of a series of directions that a student is likely to perform (i.e., high-p command) delivered immediately before a request that a student is less likely to perform (i.e., low-p command) “High-p” teacher commands = 80% or better compliance “Low-p” teacher commands = 40-50% or less Using a series of high-p requests to build behavioral momentum in order to increase the probability of compliance with the low-p request The high probability request sequence establishes a learning history Steps (Davis, 1995) Deliver a series of three to five high-p commands at a rapid pace Provide praise for each performance of the high-p command Deliver a low-p command Provide praise for the performance of the low-p request Example: A teacher can ask a student to give me five, touch your nose, clap your hands (high-p commands) just before directing the student to get out her textbook (low-p command). Evidence: Demonstrated effectiveness across academic settings (inclusion and special education classrooms) and across different disabilities, including students with severe disabilities as well as young children without disabilities (e.g., Lee, 2005; Davis et al., 1993; Davis & Brady, 1994; Davis & Reichle, 1996; Jung et al., 2008; Wehby & Hollahan, 2000). References Carson, P. M., & Eckert, T. L. (2003). An experimental analysis of mathematics instructional components: Examining the effects of student- selected versus empirically selected interventions. Journal of Behavioral Education, 12, 35-54. Colvin, G., Sugai, G., Good, R. H., III, & Lee, Y-Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-361. Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of tasks and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, 11-27.
Tip-Sheet-Compliance-Strategies.docx