Precision Commands
Self-Check, Training, and Maintenance Checklist
Staff Name: _______________________
This checklist can be used for several purposes:
• Staff can self-check and periodically refresh skills by referring to this checklist.
• This checklist can be used as a guide when staff are being trained in this strategy and to
document proficiency during staff demonstration of the procedure.
• After training, this checklist can be used when trained observers visit staff to reinforce and
maintain peak performance of this strategy. This checklist can also be used to document staff
proficiency and produce a record of intervention reliability when required by Response to
Intervention rules.
Five skill check columns are provided. Enter the correct code for each key point or step of the
demonstration.
√+ = correct on first attempt with no help (trainer/observer prompt, referring to materials)
√ = correct on second or later attempt with no help (trainer/observer prompt, referring to materials)
P = pending additional observation and/or training
NA = not applicable
NO = not observed
Skill Check 1 - Observer Name: _______________________
Skill Check 2 - Observer Name: _______________________
Skill Check 3 - Observer Name: _______________________
Skill Check 4 - Observer Name: _______________________
Skill Check 5 - Observer Name: _______________________
Date: ________
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Location: ______
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++++++++++++++++++++++++++++++++++++++++++++++++++++++
State These Key Points to Remember:
During discussion or when asked by the observer, the staff being observed state the key points. Staff
can refer to written materials such as this checklist or the Self-Study and Training Guide.
Skill Check #
1 2 3 4 5
|__|__|__|__|__| A precision command is a precise verbal direction given by staff.
|__|__|__|__|__| The purpose of a precision command is to improve or maintain student compliance
(e.g., beginning to follow directions within 10 seconds.)
|__|__|__|__|__| Precision Commands are best reserved for situations when noncompliance is most
likely to occur. Beware of overusing signal words like “need to…” and “now.”
|__|__|__|__|__| Precision Commands are most effective when the ratio of praise (positive remarks)
to precision commands, reprimands and negative statements is about 10 to 1. Ideally, reprimands or
negative statements are rarely or never used.
|__|__|__|__|__| Precision Commands are most effective when a set of classroom rules is posted,
beginning with “Follow your instructor’s directions immediately.”
|__|__|__|__|__| Precision Commands are most effective when a “What If . . . ” chart is prepared
and posted to describe a hierarchy of both positive and unpleasant consequences.
Skill Check #
1 2 3 4 5
|__|__|__|__|__| Precision Commands are most effective after explaining the entire procedure
(including signal words) to students before starting.
|__|__|__|__|__| When Precision Commands are consistently and properly used and a student is
compliant less than 50% of the time, it is generally recommended to refer the student to the
appropriate team (Intervention, IEP, etc.) for possible Functional Behavior Assessment and
individualized interventions.
++++++++++++++++++++++++++++++++++++++++++++++++++++++
Demonstrate These Main Things to Do:
During one or more observations, staff give precision commands and demonstrate the following
important steps. For the demonstration, staff can not refer to written materials. The best demonstration
is with a student in a natural situation. However, if the student complies early in the demonstration
and makes the latter steps unnecessary, staff can demonstrate those steps via role play.
Skill Check #
1 2 3 4 5
|__|__|__|__|__| Staff give the Precision Command from a short distance (within 3 feet of the student).
If a student does not want to be touched, then don’t.
|__|__|__|__|__| Staff look the student directly in the eyes throughout the Precision Command
(regardless of whether the student looks at the staff). If a student’s culture discourages or does not
allow children or teenagers to make eye contact with an adult, skip this step.
|__|__|__|__|__| Staff give a polite command. Staff do NOT use an invitation format (“let’s …), a
question format (“would you like to …?), or a threat. Specifically:
• do NOT ask questions that the student cannot or may not answer the way you prefer (“Don’t
you like me?” “Don’t you feel bad about…?”)
• do NOT ask or expect the student to verbally agree (“Don’t you agree?”)
• do NOT threaten a negative consequence (e.g., force, extra work, removing preferred items or
activities, overcorrection - requiring the student to do more than just restoring the environment
to its prior condition)
• do NOT use force (physical or verbal), cause pain, or create fear in the student
|__|__|__|__|__| Staff use clear language that the student can easily understand to specifically describe
the desired behavior.
|__|__|__|__|__| Staff give the Precision Command in a soft, firm voice (with NO yelling, cajoling, or
pleading).
|__|__|__|__|__| Staff give the Precision Command in a nonemotional, noncritical manner using a
neutral facial expression, body language, and words (with NO trying to make the student feel guilty,
criticizing, complaining, putting the student down, trying to show how illogical the behavior is, being
sarcastic, teasing, or making fun of the student or situation.)
Skill Check #
1 2 3 4 5
|__|__|__|__|__| After giving a Precision Command, staff allow the student 3 to 5 seconds to begin to
comply (before repeating the command or giving a new command).
|__|__|__|__|__| After the student complies, staff praise the student for following directions.
|__|__|__|__|__| If the student fails to comply, staff give a second command using signal words such as,
“need” and/or “now.”
|__|__|__|__|__| After giving a Precision Command, staff allow the student 3 to 5 seconds to begin to
comply (before repeating the command or giving a new command).
|__|__|__|__|__| After the student complies, staff praise the student for following directions.
|__|__|__|__|__| If the student did not begin to comply within 5 seconds after the second command,
staff follow through with a preplanned consequence.
|__|__|__|__|__| If a student does not follow the command, staff use a mild, appropriate, unpleasant
consequence.
|__|__|__|__|__| Following the unpleasant consequence, staff restate the command.
|__|__|__|__|__| After the student complies, staff praise the student for following directions.
|__|__|__|__|__| If the student did not begin to comply within 5 seconds after the command, staff follow
through with a preplanned consequence.
Minimum criteria for proficient performance:
For two consecutive skill checks, 90% of items are coded as √+ or √ (see coding criteria on page 1).
Skill Check 1 - ___% Feedback given to staff:____________________________________________________________
Observer Signature:
_______________________ Date: ________
Staff Comments:
_____________________________________________________________
Staff Signature:
_______________________ Date: ________
Skill Check 2 - ___% Feedback given to staff:____________________________________________________________
Observer Signature:
_______________________ Date: ________
Staff Comments:
_____________________________________________________________
Staff Signature:
_______________________ Date: ________
Skill Check 3 - ___% Feedback given to staff:____________________________________________________________
Observer Signature:
_______________________ Date: ________
Staff Comments:
_____________________________________________________________
Staff Signature:
_______________________ Date: ________
Skill Check 4 - ___% Feedback given to staff:____________________________________________________________
Observer Signature:
_______________________ Date: ________
Staff Comments:
_____________________________________________________________
Staff Signature:
_______________________ Date: ________
Skill Check 5 - ___% Feedback given to staff:____________________________________________________________
Observer Signature:
_______________________ Date: ________
Staff Comments:
_____________________________________________________________
Staff Signature:
_______________________ Date: ________