1. Strategies in Teaching:
Errorless learning and High-P Commands

2. Errorless Learning

3. 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)
Note developed from Terrace research in 1963

4. 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

5. General Errorless Procedure
Prompt
Give demand
Provide prompt (no delay)
Student gives correct response
Student is reinforced
Transfer
Repeat demand
Fade prompt
Distract
Give distractor demand
Student responds/reinforced
Check
Repeat initial demand
Prompt is faded
Prompt: describe zero second time delay
Transfer: when fading prompt, fading to point of still preventing errors. Could be fading prompt topography or increasing time delay prompt.
Distract: already mastered skill
Check: prompt faded to point in transfer trial

6. 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, here’s 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)

7. Video Example www.autismtrainingsolutions.com
Click on: “Resources” tab
“Video”
“Errorless Learning Strategy”

8. 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)” Staff: “Right! What is it?” Staff: “Show me waving” Student: waves and then “Nice waving. What is it?”

9. Error correction Video
Click on: “Resources”
“Video”
“Error Correction”

10. 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).
Physical (providing physical guidance/contact to student)
Model (demonstrating the skill)
Gesture (giving a cue without physical contact with student, such as making a motion, pointing, etc.)
Verbal (providing a verbal cue)
Give examples of prompt fading

11. Let’s Practice!
Break into groups; each group gets an envelope with 3 cards (ABC, 123, circle triangle square, red blue green, cookie dog bicycle)

12. High-P Commands (aka: Behavioral Momentum)

13. 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

14. Why Use Behavioral Momentum?
Research has shown can increase compliance
Mention research with compliance in socialization, accepting non-preferred foods, and medical exams

15. High P Procedure Identify High-P commands (>80% compliance)
Prompt High-P command
Provide immediate reinforcement for compliance
Repeat steps “B” and “C” until there have been 3-5 consecutive successful High-P trials
Prompt Low-P command

16. 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

17. Behavioral Momentum Video

18. 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., “don’t 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
Mention reinforcers like m&M, verbal praise, social praise

19. Let’s Practice!
Break into groups; each group gets an envelope with 2 cards: 1 card has a list of high-p commands and 1 card has a list of low-p commands

20. 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, 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, 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, Nevin, J. A., Mandell, C., & Atak, J. R. (1983). The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior, 39, 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, 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, Terrace, H. (1963). Discrimination learning with and without “errors.” Journal of the Experimental Analysis of Behavior, 6, Touchette, P. E. & Howard, J. S. (1984). Errorless Learning: Reinforcement contingencies and stimulus control transfer in delayed prompting. Journal of Applied Behavior Analysis, 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, 175–189.