The sequential introduction of compliance training components with elementary-aged children in general education classroom settings
Using a multiple baseline design across subjects, the present study evaluated the sequential introduction of compliance training components on the instruction-following of four elementary school students in a general education classroom setting. The components included effective instruction delivery with reinforcement for compliance (EID), time in (TI), and time out (TO). EID alone resulted in increases in compliance of 21%, 30%, 43%, and 44% above baseline levels for the four students, respectively. Additional increases of 17%, 13%, 12%, and 18%, respectively, resulted when TI was added to EID. An EID/TI/TO phase resulted in additional increases of 24%, 19%, 7% and 0%, respectively. Compliance levels were maintained, with minimal decreases, at 1- and 4-month follow-up for all four students. Results are discussed in terms of achieving compliance objectives through the use of exclusively positive procedures.
SCHOOL PSYCHOLOGY QUARTERLY
Tingstrom, D. H.
(2001). The sequential introduction of compliance training components with elementary-aged children in general education classroom settings. SCHOOL PSYCHOLOGY QUARTERLY, 16(2), 142-157.
Available at: http://aquila.usm.edu/fac_pubs/3886