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Spadoni College of Education
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Database Contact:

Dodi Hodges, Ph.D.
Assistant Professor

Errorless Compliance Training

Strategy #: 18

Content Area: Beh./Classroom Mgt.

Grade Level: 4-6

South Carolina Standard

Source
Ducharme, J. M., & DiAdamo, C. (2005). An errorless approach to management
         of child noncompliance in a special education setting. Research Brief.
         School Psychology Review, 34(1), 107-115.

Material Needs
1. Paper
2. Pencil

Procedures
1. Come up with frequently asked requests used inside the classroom throughout the day for students (for example, turn the page or sit in your chair). Split the requests into four separate categories including almost always complies (complies 76-100% of the time); usually complies (51-75% of the time); occasionally complies (26-50% of the time); and rarely complies (0-25% of the time). Complete a Compliance Probability Checklist (see Table 1, attached) for an individual student placing the requests into different levels which are Level 1--"almost always complies" (76 to 100% of the time); Level 2--"usually complies" (51 to 75%); Level 3-- "occasionally complies" (26 to 50%); and Level 4--- "rarely complies" (0 to 25 %). Choose six of the most common requests per level. Be sure that the student has previously learned the request being asked.

2. Conduct several sessions in which you first deliver only the lowest probability (level 4) requests in a session followed by another session delivering only the highest probability (level 1) requests. Then finally follow with another session delivering only the lowest probability (level 4) requests. Do not deliver any other requests outside of the level you are conducting during the session (other level requests can be made outside of the session period). Provide no consequences for compliance or noncompliance. Sessions should last approximately 1 hr. each for a week and can be held during regular instruction.

3. Begin Level 1 treatment. Hold 3-4 sessions a week lasting approximately 1 hour each, providing only level 1 request to the student and no other level 2, 3, or 4 requests during the session (other level requests can be made outside of the session period). Give enthusiastic praise to student for following compliance of requests and no response for noncompliance of requests. Follow up by transitioning to level 2 when compliance for level 1 is at or above 75% for approximately 3 sessions.

4. Repeat step 3 for level 2, 3, and 4

Adaptation
For a student with Autism-Asperger syndrome, adapt this strategy by developing a well-structured way to incorporate Errorless Compliance Training inside the classroom. This is possible by creating more sessions during specific time frames and also by limiting the number of outer level requests outside of the session times.

Rationale
This strategy will help students with or without developmental delays on compliance procedures inside the classroom.

Research adapted by
Brenton M. Atkins

Attachment
http://www.coastal.edu/education/tipod/uploads/14_Errorless compliance training.pdf

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