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

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• 作者：Michael I. Axelrod (1) axelromi@uwec.edu
  Amber J. Zank (2)
• 关键词：Behavioral intervention &#8211 ; Noncompliant students &#8211 ; Special education &#8211 ; Single subject design study
• 刊名：Journal of Behavioral Education
• 出版年：2012
• 出版时间：June 2012
• 年：2012
• 卷：21
• 期：2
• 页码：119-133
• 全文大小：272.4 KB
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• 作者单位：1. Psychology Department, Human Development Center, University of Wisconsin-Eau Claire, 105 Garfield Ave., Eau Claire, WI 54702-4004, USA2. St. Croix River Education District, Rush City, MN, USA
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  
• 出版者：Springer Netherlands
• ISSN：1573-3513

文摘

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.