Instructional Playbook

C

Precision Request Protocol Step 1: Give initial directions (e.g., “Everyone take out your pencil.”) Wait for 10 seconds, then if the direction is not followed, move to step 2. If the direction is followed within 10 seconds of the prompt, give specific praise (e.g., “Thank you for taking out your pencil.”) Step 2: Make “Please” request by specifying who needs to do what (e.g., “Billy, please take out your pencil.”) Wait 10 seconds , then if the direction is not followed, move to step 3. If the direction is followed within 10 seconds of the prompt, give specific praise (e.g., “Billy, thank you for taking out your pencil.”) Step 3: Make “I Need” request by specifying who needs to do what (e.g., “Billy, I need you to take out your pencil.”) Wait 10 seconds , then if the direction is not followed move to step 4. If the direction is followed within 10 seconds of the prompt, give specific praise (e.g., “Billy, thank you for taking out your pencil.”) Step 4: Specify who, then neutrally state that they owe you the consequence (e.g., “Billy, you owe me time for not following directions.) This process will start over after either: Compliance (directions are followed and praise is given), or You exhaust the list and the student owes you the named consequence. Consequences should reflect your posted classroom expectations (e.g., “What if you do? What if you don’t?” chart, or posted rewards/consequences). Target Students Considerations The precision request protocol structures communication with the student in a concise, predictable, respectful format that preserves adult authority and increases the likelihood of student compliance. Adults give directions calling the students name, then using a “Please” and “ I Need” structure, followed by wait time, then specific feedback and/or consequences. Classroom Adjustment Strategy: Precision Requests

Level of Teacher Effort

Low High Medium

Works well with all students, but may be especially helpful for: Escape/Avoid - Make expectations clear, reduces ambiguity. Attention Seeking - Reduces lengthly negotiations, lectures, or repeated prompts. Access to Tangibles - Clearly defines what behavior is required before accessing preferred item.

Teach expectations before expecting compliance. Use directives rather than questions. Use far more positive interactions than corrective ones. Pair precision requests with positive reinforcement. Use a visual to track positive interactions.

De MartiniScully, Bray, & Kehle, 2000; Musser, Bray, Kehle, & Jenson, 2001