High- Probability Commands&

Errorless Learning

Emma Ellenberger Ball State University

High-Probability (high-p) Commands

Definition:Presenting a sequence of already in repertoire, easy to follow requests immediately preceding the presentation of a target request or low-probability (low-p) command.

Cooper, Heron & Heward, 2007

Why use high-p commands?

• Build behavioral momentum

• Establish compliance

• Establish responding

• Select commands from learners current repertoire

• Present commands rapidly

• Choose commands with short duration

i.e. motor commands matching rec./exp. identification

• Use potent reinforcement

Steps to implement:

1. Create a list of high-p and low-p commands.

2. Implement intervention

- Present 3-5 high-p commands

- Reinforce for compliance to high-p commands

- Immediately present low-p command

- Reinforce for compliance to low-p command

“touch your nose” (high –p command)Touches Nose

“nice work!” while giving student high five“what color is this?” holds up blue color card (high –p command)

“Blue”“awesome answering!” gives student thumbs up.

“show me waving” (high –p command)Waves

“great waving!” while giving student fist bump“what is this?” holds up picture of cat (low –p command)

“Cat”Gives student a cheeto (highest reinforcer)

“That’s right!!”

Instructor/Student

Errorless Learning

Definition:Presenting trials in a way that the learner does not have the opportunity to give or choose a wrong answer through repeated exposure to the correct answer and the use of prompting.

(Lloyd, Riley, & Powell, 2009)

Why use errorless learning?

• Eliminate re-teaching of skills

• Providing learner with exposure to the correct response

Steps to implement:• 4 different types of errorless learning

Stimulus Shaping

Response Prevention

Delayed Prompting

Superimposition of Stimulus Fading

Stimulus Shaping

Steps to implement:

1. Many different types of the target (stimulus) presented as choices.

Trial 1 : “touch triangle”

Trial 2:“touch triangle”

Trial 3: “touch triangle”

What is presented to learner

Response Prevention

Steps to implement:

1. Start with only correct response available

2. Fade in other choices

Phase 1:

“touch triangle”

Phase 2:

“touch triangle”

Phase 3:

“touch triangle”

What is presented to learner

Response Prevention

Delayed prompting

Steps to implement:

1. Start with an immediate prompt to the correct response

2. Fade in time between instruction and prompt

Phase 1:

“touch triangle”

Phase 2:

“touch triangle”

Phase 3:

“touch triangle”What is presented to learner

Delayed prompting

Prompt given

Immediate prompt to touch triangle

Wait 5 seconds, then prompt to touch triangle

Wait 10 seconds, then prompt to touch triangle

Superimposition of Stimulus Fading

Steps to implement:

1. Start by presenting 2 stimuli• One target stimuli• One prompt stimuli

2. Fade the prompt stimuli until it is no longer needed

Phase 1:

“touch triangle”

Phase 2:

“touch triangle”

Phase 3:

“touch triangle”What is presented to learner

Delayed prompting

What the instructor holds up (prompt stimuli)