1 page summary of articleReceived: 18 October 2017 Revised: 19 July 2018 Accepted: 23 July 2018
1099078x, 2018, 4, D
R E S E A R CH AR T I C L E
/doi/10.1002/bin.1641 by B
The effects of errorless compliance training on
children in home and school settings
Hannah J. Cavell1 | Keith C. Radley2 | Brad A. Dufrene1 |
Daniel H. Tingstrom1 | Emily A. Ness1 | Ashley N. Murphy1
ibrary on [14/1
1Department of Psychology, University of
Southern Mississippi, Hattiesburg, Mississippi
2Department of Educational Psychology,
University of Utah, Salt Lake City, Utah
Keith C Radley, Department of Educational
Psychology, University of Utah, 1721 Campus
Center Dr. #3225, Salt Lake City, UT 84112.
Email: [email protected]
Behavioral Interventions. 2018;33:391–402. w
1/2022]. See the T
s and C
s-and-conditions) on W
ibrary for rules of use
Errorless compliance training (ECT) is a procedure used to
lessen disruptive behavior using a gradual and noncoercive
approach. In this study, parents of three school‐aged chil-
dren who demonstrated high levels of disruptive behavior
in the home and the classroom were trained on the ECT
procedure. ECT consisted of training in effective instruction
delivery and delivery of requests in a hierarchal manner.
ECT sessions took place in the home, with parents deliver-
ing requests to participating children. Baseline data were
used to arrange requests into grouped levels, ranging from
Level 1 (requests of which individual is typically compliant)
to Level 4 (requests in which individual is typically noncom-
pliant). Using the ECT procedure, request levels were faded
over time in a gradual fashion to ensure the highest proba-
bility of compliance. Effects of ECT were hypothesized to
generalize from the home to the school setting. Implemen-
tation of ECT resulted in high levels of compliance in both
the home and school settings across all participants. Impli-
cations and limitations are discussed.
compliance, errorless compliance training, generalization, hi‐p
command sequences, single‐case design
articles are governed by the applicable C
1 | INTRODUCTION
Noncompliance is a frequently targeted childhood behavior problems (e.g., Forehand & McMahon, 1981). Noncom-
pliance occurs when a child fails to complete a given instruction (Stephenson & Hanley, 2010). Teachers often cite
behaviors that arise as a result of noncompliance as a reason for poor academic performance and underdeveloped
peer relationships (Roberts, Tingstrom, Olmi, & Bellipanni, 2008), noncompliance resulting in a disruption of
© 2018 John Wiley & Sons, Ltd.ileyonlinelibrary.com/journal/bin 391
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