Errorless embedding for children with on-task and conduct difficulties: Rapport-based, success-focused intervention in the classroom

Children exposed to psychosocial stressors often develop behavior disorders that include off-task responding in the classroom. We used errorless embedding, a rapport-based, nonpunitive intervention, to improve on-task behavior in such children. In a multiple-baseline across subjects design, we observed 5 children with severe behavioral difficulties to determine baseline levels of on-task and off-task behavior. Early in treatment, short durations of independent academic work by the children were embedded into longer durations of adult-supported work. As treatment progressed, durations of independent work were increased and adult-supported segments were shortened until adult support was completely faded. Children demonstrated improved on-task behavior during and following intervention. The emphasis on rapport-based interaction and graduated, success-focused intervention appears well-suited to building on-task skills in children with behavior disorders, especially those associated with psychosocial risk factors.