BHS 9th Grade ELA

PRECISION REQUESTS Effect Size N/A Implementation Tools & Resources

Teacher requests are an important everyday tool for behavior management. The precision request serves to communicate with the student in a concise, predictable, respectful manner that preserves adult authority and increases the likelihood of student compliance (Jenson, 2001). In preparation for using precision requests in the classroom, the teacher: 1. Selects a hierarchy of appropriate consequences for student non- compliance (loss of free time, phone call to parent, loss of points or token, restriction of activities, etc.). 2. Creates a menu of positive reinforcers to celebrate student compliance and corrective consequences for noncompliance. 3. Explicitly teaches students the precision request routine. 4. Posts both positive and corrective consequences (e.g. What If Chart) in the classroom at the beginning of the school year, with periodic reviews as needed. Precision Request Protocol: • Teacher makes first request using the student’s name, then “please,” and followed with the goal behavior. • Teacher waits 5-10 seconds for the student to comply. • If the student cooperates, the teacher provides specific praise. • If the student does not comply, the teacher repeats the request using the student’s name, followed with “I need you to . . .” • Teacher waits 5-10 seconds for the student to comply. • If the student cooperates, the teacher provides specific praise. • If the student does not comply, the teacher delivers a pre- determined consequence from the What If Chart.

Critical Actions for Educators

*Give polite, effective

requests following the protocol.

*Use preplanned, unpleasant consequences. *Stay calm. *Make sure to use

appropriate wait time.

Give First Request (“Please . . .”) Wait 5-10 Seconds

If Student Does Not Comply, Give 2nd Request (“I need . . . “) Wait 5-10 Seconds

If Student Cooperates, Provide Specific Praise

If Student Does Not Comply, Apply Pre-determined Consequence

If Student Cooperates, Provide Specific Praise

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