Helping Young Children Follow Their Teachers' Directions: The Utility of High Probability Command Sequences in Pre-K and Kindergarten Classrooms

Autor/inn/en	Austin, Jennifer L.; Agar, Graydon
Titel	Helping Young Children Follow Their Teachers' Directions: The Utility of High Probability Command Sequences in Pre-K and Kindergarten Classrooms
Quelle	In: Education and Treatment of Children, 28 (2005) 3, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Kindergarten; Preschool Education; Teaching Methods; Compliance (Psychology); Behavior Modification + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung
Abstract	Compliance with adult instructions is crucial to children's academic and social success. One strategy that has proven particularly successful in increasing compliance is the use of a high probability command sequence (HPCS) prior to delivering a low probability request. However, most studies conducted in school settings have focused on the procedure's applicability to students with disabilities. In this study, we targeted typically developing pre-k and kindergarten students with a history of noncompliance to teacher directives. We taught the teachers to integrate the HPCS into ongoing classroom activities as a mechanism for increasing student compliance. For three of the four participants, clear increases in compliance to low probability requests were observed. Interestingly, however, compliant responding to low probability requests were not always preceded by compliance to high probability re-quests. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10