Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a highprobability command sequence (HPCS; i.e., a set of simple commands in which an individual is likely to comply immediately prior to the delivery of a command that has a lower probability of compliance). Although research has shown this technique to be effective at increasing compliance across various settings and behaviors, most studies have been limited to participants with moderate to severe developmental disabilities. The current study targeted 2 noncompliant elementary-age students within the general education setting. Two teachers were taught to integrate HPCS into ongoing classroom reading instruction and independent seatwork. For both participants, higher percentages of compliance with low-probability commands were displayed during intervention and maintenance phases compared to baseline levels. Results suggest that using an antecedent intervention based on HPCS holds promise for school personnel working with noncompliant students within the general education setting.

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One of the most controversial issues currently facing educators is the extent to which students with learning disabilities should be included in general education classrooms. Although this issue has received much interest in professional literature, few data are available regarding placement trends for these students over time. This investigation was designed to address this issue by examining data from Reports to Congress regarding placement practices for students with learning disabilities over the last 6 years. The results revealed that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. The implications of these findings for future research and practice are discussed.

The current study investigated the effects of a behavioral intervention plus laxative therapy for 2 adolescents with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and chronic histories of constipation and frequent fecal accidents. The treatment consisted of regularly scheduled toilet sits, an incentive system for bowel movements in the toilet, and a cleanup procedure for fecal accidents, plus a laxative. The behavioral intervention was implemented at home by each participant's parents and at school by educational staff. A multiple baseline design across participants was used to evaluate the effects of the treatment on participants' frequency of soiling, frequency of successful bowel movements in the toilet, and successful self-initiated bowel movement in the toilet. The treatment resulted in improvements in both participants' fecal incontinence. Specifically, both participants achieved full fecal continence after 9 and 10 weeks respectively. Moreover, treatment gains were maintained following the withdrawal of the behavioral intervention and laxative. Results indicate that a behavioral intervention implemented across settings and laxative therapy can have a profound effect on the encopresis of adolescents with co-occurring ASD and ID.

The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the compliance and aggressive behavior of three children placed in a psychiatric hospital. Each participant viewed brief video clips of himself following simple adult instructions just prior to the school's morning session and the unit's afternoon free period. A multiple baseline design across settings was used to evaluate the effects of the VSM intervention on compliance with staff instructions and aggressive behavior on the hospital unit and in the hospital-based classroom. All three participants exhibited higher levels of compliance and fewer aggressive episodes during the intervention condition, and the effects were generally maintained when the intervention was withdrawn. Hospital staff reported at the conclusion of the study that the VSM intervention was easy to implement and beneficial for all participants. Taken altogether, the results suggest VSM is a promising, socially acceptable, and proactive intervention approach for improving the behavior of noncompliant children.