Title: Precision Requests
Theme: Student Supports
Date and Tip Number: Oct. 14, 2014. #2
Ever find yourself becoming entangled in a power struggle with a student after making a simple
request to him or her? Those are times when our frustrations tend to rise and student behaviors can begin
to escalate. However, what if I told you that you could avoid the power struggle altogether by simply
changing the way you request something from a student?
Nancy S. Stockall, an Associate Professor at Sam Houston State University, defines a precision
request as “a direct statement addressed to [a] student that requires a specific response”. When used
correctly, precision requests tend to increase student compliance to adult direction, especially at the
intermediate level. However, these requests are most successful when presented in a certain manner. See
below for a table from Stockall, detailing specific phrases and characteristics of such requests.
Characteristics
Example
Non-Example
Brief but explicit statement
“Please open your book to page
10.”
“Can you open your book to page
10?”
Proximity: Move close to
student
[Para] moves within an arm’s
length of student.
[Para] speaks from across the
room
Eye contact
[Para] makes eye contact with
student.
[Para] tells student to look at him
or her.
Wait time
[Para] waits 5-10 seconds after
giving requests.
[Para] immediately repeats
request.
If student does not comply, the
[para] calmly repeats request: “I
need you to open your book to
page 10.”
[Para] says in a loud voice. “I
asked you to open your book.
You better listen this time.”
[Para] is calm, unemotional
[Para] provides positive
reinforce for compliance
Consequence
Repeat cycle
If student complies, [para]
states, “I appreciate you are
following my directions.”
[Para] makes no comment or
states, “You should listen the first
time I tell you.”
If student does not comply,
[para] states consequence:
“Because you did not comply,
you lose 2 minutes of your
break time.”
[Para] repeats request with threat:
“If you don’t do what I say, you’ll
lose your break.”
“Please open your book to page
10.”
[Para] ignores student and
engages with a different student.
Source:
Stockall, N. (2014, July/August). When an Aide Really Becomes an Aid: Providing Professional
Development for Special Education Paraprofessionals. TEACHING Exceptional Children, 197205.