Errorless academic compliance training is a proactive, noncoercive approach to treating oppositional behavior in children. Three teaching staff in a special education classroom were trained to conduct this intervention with three male students diagnosed with autism. During baseline, staff delivered a range of classroom requests and recorded student compliance with these requests. A hierarchy (of 4 levels) of compliance probabilities for requests was then calculated. Requests ranged from Level 1, those yielding high compliance, to Level 4, those leading to oppositional responding. At the beginning of intervention, teaching staff delivered Level 1 requests, providing praise and other reinforcement for compliance. Subsequent levels were faded in gradually over time. By the end of intervention, students demonstrated substantially improved compliance to requests that had yielded high levels of noncompliance before intervention. Follow-up at 4 weeks indicated that treatment gains were maintained. Covariant improvement in academic on-task skills was also evident.

Errorless academic compliance training is a proactive, noncoercive approach to treating oppositional behavior in children. Three teaching staff in a special education classroom were trained to conduct this intervention with three male students diagnosed with autism. During baseline, staff delivered a range of classroom requests and recorded student compliance with these requests. A hierarchy (of 4 levels) of compliance probabilities for requests was then calculated. Requests ranged from Level 1, those yielding high compliance, to Level 4, those leading to oppositional responding. At the beginning of intervention, teaching staff delivered Level 1 requests, providing praise and other reinforcement for compliance. Subsequent levels were faded in gradually over time. By the end of intervention, students demonstrated substantially improved compliance to requests that had yielded high levels of noncompliance before intervention. Follow-up at 4 weeks indicated that treatment gains were maintained. Covariant improvement in academic on-task skills was also evident.