Errorless compliance training (ECT) is a success-based, nonaversive intervention to reduce child noncompliance that has been shown to be effective in both home and special education settings. In the current study, ECT was evaluated in a multiple-baseline across-subjects design with three kindergarten students who displayed noncompliant behavior in their general education classrooms. The researcher delivered a range of classroom requests to each student to determine the probability of compliance for each request. Requests were then arranged in a hierarchy, ranging from those initially yielding high compliance probabilities (level 1) to those yielding low compliance (level 4). At the beginning of treatment, students were presented with a high number of level 1 requests and provided verbal praise for compliance. Over several weeks, lower probability requests were faded in. The three students demonstrated considerable improvement in compliance levels during and following treatment. Improved compliance generalized to low-probability requests not used in treatment. When the teacher delivered requests, results of generalization were mixed. The results provide preliminary support for the use of errorless compliance training in the general education setting.

Interventions that target on‐task behavior are essential, as on‐task behavior is linked to the amount of learning that occurs in a classroom. On‐Task in a Box is a manualized intervention to increase on‐task behavior that utilizes video modeling and self‐monitoring in conjunction with group contingencies. The current study evaluated the effects of the On‐Task in a Box intervention on student on‐task behavior and work completion when implemented as a classwide intervention. A multiple probe design across three elementary classrooms was utilized. All three classrooms demonstrated increases in the level of classwide on‐task behavior as measured through direct observation, but mixed results were found for work completion, measured by teacher direct behavior ratings. Teachers generally rated the intervention as effective and relatively easy to implement.