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

Abstract

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.

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

“…4 Visual representation of the three-way interaction effect of occasion, contingency, and independent working time on task effort Student achievement, task effort and appreciation of support… 635 support was given frequently. In those situations, students' task effort may have increased because of constant teacher reinforcements, which is known to foster students' task effort (Axelrod and Zank 2012;Bicard et al 2012). Yet, it is also important that students learn to put effort in working on tasks without frequent teacher reinforcements as teachers do not always have time to constantly reinforce students.…”

Evaluating tasks within a high‐probability request sequence in children with autism spectrum disorder

“…Noncompliance can be problematic for typically developing children and for children with autism spectrum disorder. Although it may occur during the development of most children, noncompliance in those with autism spectrum disorder can be more prevalent and can affect skill acquisition, delay academic gains, and impede social interactions (Axelrod & Zank, ; Belfiore, Basile, & Lee, ; Davis, Brady, Williams, & Hamilton, ; Esch & Fryling, ; Lee et al, ; Ray, Skinner, & Watson, ; Riviere, Becquet, Peltret, Facon, & Darcheville, ). Engaging in noncompliance may impede social interactions by resulting in reduced levels of high‐quality attention and fewer social initiations (Axelrod & Zank, ; Davis et al, ; Lee, Belfiore, Scheeler, Hua, & Smith, ; Mace et al, ).…”

“…Tasks completed majority of presentations (i.e., with at least 80%; Mace et al, ) are classified as high‐ p tasks whereas those tasks complied with less often (i.e., 40% or below of opportunities) are generally classified as low‐ p tasks. A high‐ p request sequence has been has been shown to preemptively impede noncompliance to known low‐ p tasks (e.g., Axelrod & Zank, ; Belfiore et al, ; Davis et al, ; Ducharme & Worling, ; Kennedy, Itkonen, & Lindquist, ).…”

“…Although there is support using a high‐ p request sequence, several limitations have been noted. Although multiple investigations list the high‐ p tasks used (e.g., Axelrod & Zank, ; Davis et al, ; Davis & Reichle, ; Vostal & Lee, ), most studies provided only brief descriptions of the high‐ p tasks or include simple motor imitations (i.e., Ducharme & Worling, ; Kennedy et al, ; Mace et al, ; McComas, Wacker, & Cooper, ; Riviere et al, ; Romano & Roll, ; Zuluaga & Normand, ). Including description of high‐ p tasks has clinical importance for replication and implementation.…”

Recent research on the high‐probability instructional sequence: A brief review

“…One recent study examined the extent to which it is possible to fade the number of high‐p requests delivered as part of the high‐p sequence. Axelrod and Zank () trained general education teachers to use the high‐p sequence with two students. A 3:1 high‐p sequence (i.e., three high‐p requests to one low‐p request) increased compliance with low‐p instructions, and compliance maintained at similar levels for one participant when the high‐p sequence was faded to 1:1.…”