Skip to main content

Advertisement

Log in

Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance

  • Original Article
  • Published:
Education and Treatment of Children Aims and scope Submit manuscript

Abstract

For teachers who work with students with emotional or behavioral disorders (EBD), noncompliance can be a serious problem by impacting their own and others’ access to the curriculum. The precision request (PR) has been recommended as effective in addressing noncompliance, but it has limited support as a sole intervention in a classroom exclusively for students with emotional disturbance. This study used an ABAB (withdrawal) single-case design to demonstrate effects of teachers’ PRs on noncompliance of eight third and fourth grade students with EBD in a self-contained class. PR was shown to increase student compliance (log response ratio effect size = 0.17) with no adverse effects on latency to compliance. Both teacher and students rated the social validity as positive. This finding was corroborated by the teacher’s continued use of PRs after study completion. Implications of the findings for practice and suggestions for future research are included.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Christian V. Sabey.

Ethics declarations

Disclosure of Potential Conflicts of Interest

The authors received no external funding to complete this study and declare that they have no conflict of interest.

Research Involving Human Participants and/or Animals

This research was approved by the relevant IRB and was conducted in compliance with APA standards of research ethics.

Informed Consent

Informed consent was obtained from all participants or participants’ parents where appropriate consistent with IRB regulations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Sabey, C.V., Calder, M.C., Caldarella, P. et al. Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance. Educ. Treat. Child. 43, 251–264 (2020). https://doi.org/10.1007/s43494-020-00026-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s43494-020-00026-y

Keywords

Navigation