Strategies in Teaching: Errorless learning and High-P Commands
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Errorless Learning 2
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What is Errorless Learning? Procedure where a correct response
by student is prompted by the instructor Errors are prevented
Correct responding is reinforced Prompts are then systematically
faded (responding transferred to the demand) 3
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Why Use Errorless Learning? Preventing student errors: Ensures
high levels of correct responding learning is paired with a
pleasurable experience (positive reinforcement) Can save time when
teaching new skills Reduces escape motivated behaviors 4
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General Errorless Procedure 5 Prompt Give demand Provide prompt
(no delay) Student gives correct response Student is reinforced
Transfer Repeat demand Fade prompt Student gives correct response
Student is reinforced Distract Give distractor demand Student
responds/reinforced Check Repeat initial demandPrompt is faded
Student gives correct response Student is reinforced
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Using Errorless Learning **Prompt Transfer Distractor Check**
Staff: What do you want (holding juice box) Staff: (no delay) Juice
Student: echoes Juice Staff: Right! What do you want? Student:
Juice Staff: Nice talking, heres your juice (while giving sip of
juice to student) Staff: Touch your nose Student: touches nose
Staff: Good listening. What do you want? Student: Juice (gets sip
of juice) 6
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Video Example www.autismtrainingsolutions.com Click on:
Resources tab Video Errorless Learning Strategy 7
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Correcting Errors **Error - Prompt Transfer Distractor Check**
Staff: Points to picture of dog and says What is it? Student: Cat
Staff: What is it? Dog Student: Dog Staff: What is it? Duh (making
D sound) Student: Dog Staff: Right! What is it? Student: Dog Staff:
Show me waving Student: waves and then Nice waving. What is it?
Student: Dog 8
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Error correction Video www.autismtrainingsolutions.com Click
on: Resources Video Error Correction 9
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Considerations for Implementing Errorless Procedure Consider
the prompting that will be needed to produce a correct response
(physical, model, gesture, verbal) Use prompt fading (delaying
prompt or next level in most-to- least hierarchy). 10
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Lets Practice! 11
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High-P Commands (aka: Behavioral Momentum) 12
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What is Behavioral Momentum? Presenting a series of commands
that have a high probability (High-P) of occurrence prior to
presenting a low probability (Low- P) command High-P commands are
reinforced and build momentum for complying with the low-p command
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Why Use Behavioral Momentum? Research has shown can increase
compliance 14
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High P Procedure a)Identify High-P commands (>80%
compliance) b)Prompt High-P command c)Provide immediate
reinforcement for compliance d)Repeat steps B and C until there
have been 3-5 consecutive successful High-P trials e)Prompt Low-P
command f)Provide immediate reinforcement for compliance 15
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Using Behavioral Momentum Staff: determines waving, jumping,
and rubbing hands occur >80% of trials Staff: Show me waving.
Student: waves hand Staff: Good job. Jump up. Student: jumps up
Staff: Good job. Rub your hands together. Student: rubs hands
together Staff: Good job. Brush teeth while giving brush to
learner. (low-p) Student: brushes teeth Staff: Awesome brushing and
reinforces with favorite song 16
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Behavioral Momentum Video http://youtu.be/0hkMrDzq8L4 17
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Considerations for Using High-P Commands Ensure noncompliance
of low-p commands is not due to not understanding the command or
lack of prerequisite skills. Word Low-P requests in a positive
manner (i.e., dont lay down vs. sit up) High-P responses are more
effective when they can be performed quickly and require little
effort Choose reinforcers that will not interfere with subsequent
requests 18
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Lets Practice! 19
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References Davis, C. A., Brady, M. P., Hamilton, R., McEvoy, M.
A., & Williams, R. E. (1994). Effects of high-probability
requests on the social interactions of young children with severe
disabilities. Journal of Applied Behavior Analysis, 27, 619-637.
Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P.,
Brown, D. K. (1988). Behavioral momentum in the treatment of
noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
Meier, A. E., Fryling, M. J., & Wallace, M. D. (2012). Using
high-probability foods to increase the acceptance of
low-probability foods. Journal of Applied Behavior Analysis, 45,
149-153. Nevin, J. A., Mandell, C., & Atak, J. R. (1983). The
analysis of behavioral momentum. Journal of the Experimental
Analysis of Behavior, 39, 49- 59. Oliver, R. & Skinner, C. H.
(2003). Applying behavioral momentum to increase compliance: Why
Mrs. H. RRReved up the elementary students with the Hokey-Pokey.
Journal of Applied School Psychology, 19, 75-94. Riviere, V.,
Becquet, M., Peltret, E., Facon, B., Darcheville, J. (2011).
Increasing compliance with medical examination requests directed to
children with autism: effects of a high-probability request
procedure. Journal of Applied Behavior Analysis, 44. 193-197.
Terrace, H. (1963). Discrimination learning with and without
errors. Journal of the Experimental Analysis of Behavior, 6,
223-232. Touchette, P. E. & Howard, J. S. (1984). Errorless
Learning: Reinforcement contingencies and stimulus control transfer
in delayed prompting. Journal of Applied Behavior Analysis, 17
175-188. Witt J. C, & Wacker D. P. (1981) Teaching children to
respond to auditory directives: An evaluation of two procedures.
Behavior Research of Severe Developmental Disabilities, 2, 175189.
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