The effects of parental self-monitoring on the generalization of a treatment package for child noncompliance
The current study examined whether parent skills (effective instruction delivery and time-in) and the resulting child compliance generalized from a clinic setting to a home setting. The study also examined whether parent skills increased in the home following the implementation of a self-monitoring intervention. Participants were 4 parents and their children, ages 4 to 9 years. The children were referred to a local university clinic in Southern Mississippi by their parent to address noncompliance. Child 2 was diagnosed with a learning disability, and Child 4 was diagnosed with a speech and language disorder. The other two children did not have identified disabilities. In all 4 families, the mother was the participating parent. Treatment effects were assessed using a multiple baseline comparison across subjects to compare each parent's skill acquisition and resulting child compliance percentages across phases. Generalization was assessed by comparing changes in parent skill acquisition and compliance percentages in the clinic to those in the home for each parent/child pair across phases of the intervention. Compliance percentages of each child and skill acquisition for each primary caregiver were graphed, and graphs were visually inspected. Data were evaluated using within subject comparisons to compare each primary caregiver's skill acquisition and resulting child compliance across different phases of treatment. Results revealed that the 4 parents of the noncompliant children were able to learn and use a compliance training package that emphasized effective instruction delivery and time-in for appropriate behavior. Use of the compliance training package in the clinic resulted in substantial increases in child compliance. Although both parental skill use and child compliance generalized to some extent to the home, levels were lower than those observed in the clinic. A self-monitoring intervention was ineffective in increasing parent skill levels to the levels obtained in the clinic. Additional generalization programming procedures appear necessary to increase setting generalization of parental compliance training skills.