Compliance

Examine compliance and non-compliance Behaviors:

1.The nature of the student,

2.The nature of teachers and care-givers,
3.The effectiveness of child management methods, and
4.The student’s environment and related stress.

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The nature of the student

• “compliancy scale” ranging from overly compliant on the left to

oppositional and defiant on the right. In between these extremes are
behaviors generally deemed acceptable including active compliance and
self-advocacy.
• The “strong-willed child” is generally viewed as being noncompliant. This
is important because many youth with learning disabilities (LD) and
attention deficit disorder (AD/HD) are often described as being “strong-
willed.”
• The second set include poor organization and time management skills,
impulsivity, low self-esteem, sensitivity, and ineffective social skills.
Oftentimes, these issues “mask” or camouflage as compliance or
noncompliance. Other times, they have a tremendous effect on
compliance.

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The nature of the student

• A student sets out to complete a task requested by a teacher and either

lacks the organization skills to complete the task or forgets critical steps
along the way. How many times have we judged a student as being non-
compliant when they were really dealing with the results of poor
organization skills.
• Think about the way impulsivity “masks” as non-compliance. The
impulsivity of the moment overrides the student’s true desire to be “rule-
abiding.”
• The more we let students experience the consequences for their
unintended non-compliance, the more likely they are to become overly
compliant or truly oppositional and defiant.

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The nature of the teachers and care-givers

1.How great is a teacher’s need for control? A “control freak” or

“permissive” style of teaching affects a student’s level of compliance.
2.What is a care-giver’s primary leadership style? Do they “lead from the
front” or do they “provide encouragement from the sidelines?” How does
each individual student respond to this leadership style and can leadership
style be adapted to the needs of different personalities?
3.What are a teacher’s management style and practices and how do they
impact a student’s compliance? How effective is a teacher in
management of the classroom and responding to the changing
management needs as a child develops from infancy through adolescence?

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The effectiveness of child management methods

1.Is the strategy working? If not, include your student in a search for a new
strategy.
2.Are you being consistent in the implementation of a strategy? If not,
then you are probably doing more harm than good.
3.Does the consequence “fit the crime?” If not, then include your student
in developing a list of inappropriate behavior / consequence and
appropriate behavior / consequence matches.

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 CONSEQUENCE MATRIX

Developed by (Staff) ________________ and (Student) __________________ on (Date) _________________________

EXAMPLES:

Expectation
Positive Consequence:
Expected behavior
occurs
Negative Consequence:
Unexpected behavior
occurs

Expectation
Positive Consequence:
Expected behavior
occurs
Negative Consequence:
Unexpected behavior
occurs

Expectation

Positive Consequence:
Expected behavior
occurs
Negative Consequence:
Unexpected behavior
occurs

Team Member Signature Date

Student
Parent/Guardian
Administrator
Counselor
Teacher
 CONSEQUENCE MATRIX

Developed by (Staff) ________________ and (Student) __________________ on (Date) _________________________

EXAMPLES:

Expectation Completing Work Following Directions Respect and Kindness with Peers
Positive Consequence: For every completed I can take pride and For each positive peer interaction, or
Expected behavior assignment, I can earn feel positively about when I successfully solve conflicts, I
occurs one extra minute of my behavior. Staff will will receive a “High Five” from a staff
free time. give stickers when I member.
follow directions.
Negative Consequence: For each assignment Each time I do not For each negative peer interaction, I
Unexpected behavior that I do not complete, follow directions after will go to the office to see the
occurs I will lose one minute two prompts, I will lose principal or the school counselor.
of free time. one minute of free They will help me to problem-solve
time. the situation. I will accept the
consequences that they give.

Expectation Keeping Property Safe Calm Voice Safe Hands

Positive Consequence: I stay safe in classes If I use a calm voice to For every hour that I do not throw
Expected behavior and spend time with express myself, a staff items, I can earn one extra minute of
occurs peers. member will make a free time.
positive phone call to
my home.
Negative Consequence: If I break or damage If I use a loud and I will have to spend one extra minute
Unexpected behavior property, I may receive inappropriate voice to cleaning up the classroom for each
occurs a suspension or express myself, a staff item I throw. If the item I throw hits
detention from member will send this or hurts someone, I may receive a
administration. information home. suspension or detention from
administration.

BLANK FOR PARTICIPANT USE:

Expectation

Positive Consequence:
Expected behavior
occurs
Negative Consequence:
Unexpected behavior
occurs

Team Member Signature Date

Student
Parent/Guardian
Administrator
Counselor
Teacher
The effect of the student’s environment and related stress

• Some students are incredibly affected by environment and stress – more so than
the general population. Issues of distractibility, impulsivity, and a myriad of
processing challenges contribute to this sensitivity.
• The “silver lining” in this cloud is that environments are fairly easy to manage,
manipulate, or modify to meet individual needs.
• In the case of distractions, it is a matter of knowing which distraction influences
a student’s attention and managing those distractions.
• The “short list” of distraction includes:
• auditory
• Visual
• Tactile
• Temperature
• hunger
• emotional

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The effect of the student’s environment and related stress

• In the case of impulsivity, it is recognizing the primary “triggers” of

impulsivity and techniques of redirection.
• In the case of processing challenges (visual, auditory, etc.) it is a matter
of linking a strategy with the processing challenge.
• Two strategies are particularly effective in dealing with stress.
• The first is teaching relaxation skills to counter the stress
• The second is helping students prepare for transitions so as to reduce the stress
level.

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 Things to think about

• Compliance Training can appear degrading and controlling. It’s critical to

be aware of this before getting started so you ensure to carefully
implement the strategies we are going to talk about.

• Before beginning Compliance Training, be very clear about why you

want to teach compliance. Ensure that you are using this strategy for
the child’s benefit, not your own.

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 Definition of Noncompliance:

There are four types of noncompliance (Walker et al., 2004)

1. Passive noncompliance: student simply does not to perform requested behavior
but is not overtly noncompliant (simply ignores directive – not angry or
hostile).
2. Simple refusal: student acknowledge the direction but indicates via words or
gestures that he/she does not intend to comply – not angry unless command
persists or there are adult attempts to force the issues.
3. Direct defiance: student displays hostility, anger, overt resistance and attempts
to intimidate.
4. Negotiation: student attempts to bargain, compromise; proposes alternative
solutions.
• By addressing noncompliance at the early stage, teachers can prevent the
escalation of more serious behaviors.

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 Why Compliance is Important?

• Even independent adults and children without disabilities encounter

numerous opportunities to comply with directions from others every day.
Consider the following situations:
• Success in school depends on doing a large number of things the teacher asks
• Playing team sports requires doing what the coach says
• When driving through or walking past a construction zone, you must comply with the
person directing traffic or other safety signs
• Children need to follow rules when playing a game with peers
• Keeping a job requires doing what your boss asks

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 Why Compliance is Important?

• Compliance is also necessary to maintain the safety of the child. A child

who fails to comply with demands such as, “Stop” when a car is coming
can find themselves in serious danger.

• When deciding to use Compliance Training, it should be with these ends in

mind. Compliance Training should lead to improved quality of life and
improved independence for the child.

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 Why Compliance is important?

• Avoid Compliance Training that solely benefits or makes things more

convenient for an adult or caregiver.

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 Why Compliance is important?

• A child must comply with a prompt in order for the intervention to be

effective. An inability to follow simple directions prevents progress in
many important areas of development including communication, play and
academic skills.

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 Compliance is important When

• When deciding whether Compliance Training is right for your learner,

consider these examples:
• Your learner is in danger because he’s about to run into the street.
• A caregiver is running late for work and they need their child to get dressed.
• Your learner refuses to eat anything except M&Ms.
• The teacher asks your learner to line up with the other kids to leave the classroom
during a fire drill.

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 Compliance is less important When

• Your learner will eat only “white” food.

• After dinner, your learner refuses to take his plate to the kitchen when a
caregiver asks.
• Your learner refuses to wear anything but his superman pajamas.

Remember, it is normal for any child to limit their cooperation at times.

Decide when compliance is truly important, and when it’s not. Not only is it
better for you to pick your battles, your learner should also be allowed to
express himself.

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SEL Social Emotional Learning
 The Lost Child by Dr. Greene

Expectations
“challenging behavior occurs when the _____________
Capacity to
being placed on a kid exceed the kid’s ________
Adaptively and that some kids are lacking
respond __________,
__________
The Skills Certain Demands and
to handle _______________
expectations”.
Why do some kids fail to respond to reinforcement systems and/or
consequences?

• The goal is to help kids solve those problems rather than

trying to modify kids' behavior through application of rewards
and punishments.

• When challenging behavior is set in motion by lagging skills

then it's easy to understand why rewarding and punishing a
kid may not make things better.
Dr. Ross Greene
Transactional Analysis-method of understanding interpersonal
communication; ego states

• 3 Voices:
• Child -Vulnerability, Powerlessness
• Parent -Authoritative
• Adult - Negotiate, Problem Solving

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Lost at School, Ross Greene
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• Plan A ~ Traditional (Authoritative)
Relationships: • Plan B ~ Collaborative
Relationships:
• Imposing your will
• Based on Adult Theories
• 1. Empathy
(Uniformed) • 2. Define Adult
• Increase challenging behaviors Concerns
• Authority • 3. Invitation
 Relate

• The best way not repeat history is to purposefully and effortfully build a
positive relationship with this student. Separate the student from their
behavior. Work on making sure they know you are on their side and they
belong in your classroom.

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 Active listening

• Is a great way to build relationship. When you are debriefing with a

student or trying to understand what upset them, listen to what they say
and rephrase it back to them. Checking to make sure you understand their
concerns and feelings is an incredible tool. It keeps that relationship
positive and often you get great information from them.

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 Pre-Selected Consequences

• Having a pre-determined idea of how you are going to handle it non-

compliance. When a student becomes oppositional, it can be easy to react
in some less than rational ways.
• For students with frequent defiant behavior, develop consequences with
the student. Typically they will follow the classroom consequences, but
the process of discussing and writing them down can be a powerful
intervention.
• Showing the cause and effect of noncompliance and discuss with the
student what supports they might need and what ones don't work well for
them.

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 Calm Down Area

• Often when students are defiant, they are also not in great control of
their emotions or actions. It can be helpful to give them time and space to
reset. Consider having a calm down area in your classroom with clear
procedures.

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Teach How to Disagree and Ask for Help

• Students aren't usually defiant just because they feel like it. Often they
lack the skills to verbalize how they feel, ask for help, or ask for another
option.
• In one classroom, a teacher had a visual Velcro-ed to all the students'
desks. One side was green and the other was red. When a student needed
help, they flipped the card over to the red side. This was a simple,
nonverbal way to ask for help.
• Just as with academics, students need to be taught many of the social
emotional skills we think come naturally. Spend time as a class
practicing how to respectfully disagree. These steps can be practiced and
used in moments of noncompliance.

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 Reflection

• Reflection should occur after a student is defiant, and it should be done

by both the student and the teacher. As a teacher, you can think about
how the situation could have gone differently. Did you stick to your pre-
determined consequences? Does the student seem to be missing some
skills, like asking for help?
• Students can complete reflection sheets. These shouldn't be punitive and
should be paired with an adult discussion.

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 I-centered language

• Is useful to prevent a situation from escalating. Keep your language

focused on what you need from the student and why, rather that on what
you want them to stop doing.

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 Waterfall Compliance

• Start with a simple request that has a high probability of compliance.

Follow up with another one of those high probability requests. Maybe even
another. Then you give the request that has a low probability of
compliance.
• Try 2-5 high probability requests followed by a low probability request.
• High > High > High > Low.
• Students are much more likely to comply when they are on a compliance
streak. Once they have complied on a number of requests in a row, they
are going over that waterfall.
• * Only a good strategy when the student is capable of doing the tasks.

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 Do, Not Don't Statements

• Phrase your language positively and clearly. Avoid telling the student what
they should stop doing and instead tell them what they should be doing.
Break it down into simple, easy to complete steps.

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 Praise + Criticism

• Students with a history of defiance are used to receiving negative

feedback. Try pairing redirection or corrections with some sort of praise.

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 Breathe

• When a student is defiant, it can feel disrespectful and stressful. We

might not always be our best selves in that situation. Give yourself time to
formulate an effective response by taking a deep breath.
• This has a lot of purposes. It gives you a minute to compose yourself. It
lets you bring your emotions back in line. And it models for the student
how to handle a negative situation.

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 Limited Choice

• Give the student some choice to make it easier to comply. It is fine if it is

a less preferable option. It can also be between two preferred activities.

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 Save Face

• Provide the student with an opportunity to save face. Often students who
are inclined to be defiant will dig their heels in when met with a demand.
Give them an out within your request.

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 Provide Reasons For Compliance

• By giving a reason for compliance in your request, you allow the student
to show that they are complying for that reason and not just because you
asked.

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 SEL Gaps
• Cognitive Gap
• Knowledge
Performance GAP
• Teaching Missing Skills
• Implementation
• Skill Mastery

Approximations
• Bridges the Gap

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Emotional Gap ds+Bicicle&rlz=1C1GCEU_enUS821US821&oq
• Living in a place of Fear =Backwards+Bicicle&aqs=chrome..69i57j0l5.
• Stress or High Emotion Impact 13141j1j7&sourceid=chrome&ie=UTF-8
ability to make use of skill
Mastery Level Of Learning

Mastery Application Mastery

Initial Mastery Initial Application Mastery

Guided Practice

Introductory
ABA Approach
Pairing

• Associate yourself with “all good things” for the

student.
• Control the reinforcers and deliver them to the
student (NO demands!!!)
• Develop a positive, fun relationship with your
student
• The learner sees you as someone fun and exciting to
have around (Giver of all good things)
 Pairing

• Allows you to work with the student in

a positive way (Establishes relationship
and rapport)
• Students are more willing to work for
someone they like
Pairing

• Anticipate their needs and be ready

• Make sure to give them items they want
• Interact with them during play/downtime
• Do lots of things the student wants to do
 Pairing

• Who should pair?

• Everyone who will be in contact with the learner
• Teacher
• EA
• Office staff
• Kitchen Staff
• Building staff
• Other teachers
• Students
 How to Teach Compliance

• The essence of Compliance Training with ABA is reinforcing cooperative

behavior. It’s quite simple yet can lead to significant benefits for the
child.
1.Identify potential reinforcers
2.Determine what the child is likely to do when asked
3.Make a list of other behaviors that are well within the child’s abilities but which the
child is gradually less likely to comply with
4.Reinforce compliance
5.Gradually make the demands less and less preferred until the child frequently
complies with important requests

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Compliance Training always follows the same sequence:

• Discriminative stimulus (SD) –> Compliance or Noncompliance–

> Reinforcement or No Reinforcement

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 Avoid Punishment

• During compliance training avoid the use of punishment for

noncompliance. Simply help the child associate doing what she’s asked to
do with getting things she likes.

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 Finding an Effective Reinforcer

• If you’re unsure about the quality of the reinforcer, look for a new one by
performing a preference assessment.

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 Free-operant:

• For a free-operant preference assessment, you will let the child move
freely about the room and watch to see what she is interested in. Often,
you will choose to use free-operant because you want to quickly see what
the child is interested in at that moment.

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 Multiple Stimuli With Replacement (MSWR):

• Place an array of items in front of the child for him to choose from. When
he selects an item, he should be allowed to play with the item for a short
period of time.
• You then represent the array in a different sequence with the item
initially chosen back in the array. This assessment tells you how strong a
reinforcer might be based on the number of times the child chooses that
same item.
• If a child chooses the same item each time you present the array, you
know that item is motivating to the child.

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Multiple Stimuli Without Replacement (MSWO):

• Using a multiple stimuli without replacement provides you with a

hierarchy of potential reinforcers. You present an array of potential
reinforcers and ask the child to choose one. Once the child makes a
choice, allow him a short period of time with the item. At the end of that
time, represent the array without the initially selected item. By not
including the first item, you build a hierarchy of potential reinforcers.
Keep in mind that this hierarchy is only true for this moment in time and
will not necessarily always be the case for the child.

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 Forced Choice (or Paired Choice):

• For a forced choice preference assessment, take two items known to have
been effective reinforcers in the past for the child and present only those
two items. This is a “quick and dirty” preference assessment that is useful
when you want to move very quickly between tasks. It provides no
hierarchy, but will give you a quick snapshot of what the child is
interested in.

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 When to Practice Compliance Training

• Incorporate it throughout your time with the child. Build practice into a
variety of activities. Make it fun and informal.
• Example:
• The child is having a quick snack. You conduct a quick forced choice assessment and
determine that he’s really interested in the corn chips you have in your bag. You give
him one corn chip for “free” to see how motivated he might be. When he reaches for
the bag in your hand for another, you say “clap your hands!” When he claps his hands,
you immediately say “great clapping!” and hand over a chip. You repeat this practice
through multiple different simple tasks.

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 Give Effective Commands Strategies (Walker et al., 2004)

• Only give as many commands as needed (decreased compliance occurs

with increases in the number of commands given)
• Obtain student attention and eye contact
• Use more “initiating: (or “start”) commands versus “terminating (or
“stop”) commands
• Deliver one directive or command at a time – for tasks with multiple
steps, give a separate command for each step
• Use clear, concise, and specific language

Literature to support the use of effective commands (Neef et al., 1983; Walker, 1995; Walker, et al., 2004;
Walker & Walker, 1991)

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 Give Effective Commands Strategies (Walker et al., 2004)

• Allow time for student to comply

• Only give the command two times – if not followed after second time,
provide consequence for noncompliance
• Give direction from a distance of three feet.
• Use a matter-of-fact and non-emotional tone of voice (do not yell, plead
or threaten)
• Reinforce compliance!

Literature to support the use of effective commands (Neef et al., 1983; Walker, 1995; Walker, et al., 2004;
Walker & Walker, 1991)

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 Precision Requests

A method for delivering directions to prompt compliance and consistently follow up

noncompliance (Jenson & Reavis, 1997).
• Steps (Jenson, & Reavis, 1997)
• 1) 1st request for compliance using “Please” and characteristics of effective
commands
• 2) Wait 5 seconds – if there is compliance: REINFORCE!
• 3)Noncompliance: Repeat request using signal words: You need to …”
• 4) Compliance: REINFORCE!
• 5) Noncompliance: mild preplanned negative consequence (e.g., loss of
opportunity to earn token for that time period)

Evidence: DeMartini-Scully et al., 2000; Kehle et al., 2000; Mackay et al., 2001; Musser et al., 2001; Neville &
Jenson, 1984 Note: Consider using Precision Requests in combination with other strategies as part of a
multicomponent intervention (e.g., Kehle et al., 2000)

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Strategies.pdf&clen=149104
 Offer Choices

• Offering a student two or more options and allowing student to

independently select an options
• Choice can provide students an opportunity to have control over their
environments
• Choice can be used to encourage and support appropriate behaviors and
academic growth in a variety of ways for students.

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Strategies.pdf&clen=149104
 Offer Choices

• Choice of routine activity and steps within activity (Dibley & Lim, 1999)
• Choice of academic task (Dunlap et al., 1994)
• Choice of task sequence (Jolivette et al., 2001)
• Choice of task and reinforcement for students (Cosden et al., 1995)

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 High Probability Request Sequence (HPRS)

• The presentation of a series of directions that a student is likely to

perform (high-p command) delivered immediately before a request that a
student is less likely to perform (low-p command)
• “High-p” teacher commands = 80% or better compliance
• “Low-p” teacher commands = 40-50% or less
• Using a series of high-p requests to build behavioral momentum in order
to increase the probability of compliance with the low-p request
• The high probability request sequence establishes a learning history

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 High Probability Request Sequence (HPRS)

• Steps (Davis, 1995)

• 1) Deliver a series of three to five high-p commands at a rapid pace
• 2) Provide praise for each performance of the high-p command
• 3) Deliver a low-p command
• 4) Provide praise for the performance of the low-p request
• Example: A teacher can ask a student to give me five, touch your nose,
clap your hands (high-p commands) just before directing the student to
get out her textbook (low-p command).
• Evidence: Demonstrated effectiveness across academic settings (inclusion and special education
classrooms) and across different disabilities, including students with severe disabilities as well as young
children without disabilities (e.g., Lee, 2005; Davis et al., 1993; Davis & Brady, 1994; Davis & Reichle,
1996; Jung et al., 2008; Wehby & Hollahan, 2000).

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Teaching Compliance Using Discrete Trials

• Intervention: Reinforce compliance and ignore noncompliance.

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Advantages

• Reduction of problem behaviors can be maintained over time if reinforcers

are used intermittently.
• This is proactive, positive programming that is based on construction of
new skills.
• Compliance can be generalized across settings and people.
• This provides a situation in which the student knows reinforcement is
available.

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Cautions

• The reduction of problem behaviors is limited by how quickly alternative

behaviors are learned.
• Reinforcements are to be faded, but they must be maintained long enough
for targeted behaviors to not reappear.
• The effectiveness depends on several factors each day: mood of the
student, setting events, and the student’s current desire for the
reinforcer.

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Begin Getting Compliance

• Reinforcers that will motivate the student to comply with requests should
be identified.
• This strategy should begin with daily compliance trials.
• A certain number of daily requests that the student has a high probability
of complying with should be made. Initially, these trials should be
presented at the same time and in the same place each day.
• Each time the student complies, reinforce.
• Easy requests should get 100% compliance before more difficult or
problem areas are addressed

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Purpose of Trials

• One purpose of the trials is to establish reinforcement for compliance.

• Another purpose of trials is to practice a compliant response pattern.

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Competing Behaviors

• The minor compulsions are brought into the daily compliance trials by
adding 10% each time 100% compliance has been achieved.
• Behaviors that interfere with learning are determined and then brought
under stimulus control for instruction.

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Parts of a Trial

• Discriminative stimulus (Sd) is what happens to make a response most

likely to occur. It signals to a student that the reinforcement is available.
In this case, it is the command.
• The response is what a student does after the Sd. Not doing anything or
doing something incorrect is still a response.
• Reinforcement is what happens to make the response more likely to occur
again. It increases the likelihood of reoccurrences of the behavior.

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Compliance Trial Stages

• Step 1: Independent Stage. Give a command to attend if needed

• Step 2. Give Discriminative stimulus (Sd)
• Step 3. Wait 3-5 seconds for response
• Reinforce if correct response,
• Return to step one or two, give new Sd

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Or Do nothing or shake head “no”

• if incorrect or no response, go to Step 4.

• Step 4 Modeled Stage: Give same Sd as before while modeling the correct
response
• Step 5: Wait 3-5 seconds for response Reinforce if correct response,
return to step one or two, give new Sd

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Or Do nothing or shake head “no”

• if incorrect or no response, go to Step 6

• Step 6: Assisted Stage. Give same Sd as before while motoring student
through the correct response
• Step 7. Reinforce and return to step one or two

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Tips and Hints

• Generally, it is best to return to the independent stage after the student

has complied to the directive and has been given reinforcement at any
level.
• Sometimes, you may want to provide more modeled or assisted trials
consecutively when you are teaching a new skill so that the student has
frequent reinforcement.
• Behavioral momentum may be used to increase compliance to a directive
that the student is able to follow but seems to have chosen not to. Do this
by providing several easy trials in rapid succession until the student is
responding. These should be commands the student understands and
usually follows.
• Then add in the command the student refused. Remember, compliance is
a skill that often requires direct instruction.

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Generalization

• Begin to conduct trials in different locations at different times of the day

• Change the wording of the command slightly
• Have a different person issue the command
• Conduct compliance trials with small groups

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The Premack Principle

• If high-probability behaviors (more desirable behaviors) are made

contingent upon lower-probability behaviors (less desirable behaviors),
then the lower-probability behaviors are more likely to occur.

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Why is First/Then Important?

• In order for toilet training to be successful, the child must understand

that “first I pee in the toilet, then I get a reward”.
• This applies to early learners who are just beginning to explore their
world and learn that interactions with adults get them good things.
• It also applies to older children who may not have strong compliance but
need it in order to be successful in the classroom.

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How to Teach Compliance

• From the first meeting with an early learner, we begin working on

compliance and teaching the first/then concept.
• Requesting is a great place to start. Teach the student that “first I ______
(exchange a picture; say a word; make a sign), then I get _________ (toy;
chips; juice).”
• Another form of requesting is to teach the student to give the adult an
item as a “request” for help. I might spin a top and then when it stops,
wait for the child to pick it up and hand it to me as a request to spin
again. The child beings to learn, “first I ask adults for things, then I get
what I want.”

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Be as Errorless as Possible

• Errorless teaching allows for the leaner to solidify the concept of

first/then because we are not allowing anything to happen in between the
demand and response.
• So if I say “come here” and the student doesn’t respond within 3 seconds,
I will go over and physically prompt the response (and reinforce at first).
So even if the child isn’t coming on his own, he is beginning to learn the
“first I follow instructions, then I get something good”.

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Use Visuals

• Often, putting instructions into visual format helps increase compliance

tremendously.
• While you’re giving an instruction like “first clean up, then you can have
snack”, put it into a clear and easy first/then board.
• This visual schedule can include steps that are as broken down as
necessary and for any tasks.

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Be Consistent

• A demand or request (SD) from a parent or Teacher is a powerful thing. We

want to teach our students that when we talk, we mean business. When
we give instructions, it also signifies that good things become available
when they comply.
• In order for this to be true, we must be consistent! If you’re going to give
an instruction, be prepared to follow through. When they hear instructions
repeated multiple times, they begin to tune out those instructions and not
attend to them.

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81
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