Antecedent and Consequent Components In a Compliance Training Package

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Daniel H. Tingstrom

Advisor Department



The present study examined the independent effect of contingent praise (CP) with the combined effects of CP, time-in (TI), effective instruction delivery (EID), and when necessary, time out (TO) on compliance in the classroom setting. Participants included 4 teachers and 4 preschool aged students from an early interventions program for children with communication disorders. All children displayed low levels of compliance to teacher commands. The study employed a concurrent multiple baseline design with replication. Following baseline, teachers were taught CP, CP+TI+EID, and CP+TI+EID+TO (when necessary); follow-up occurred at one month. All students increased compliance from levels lower than 40% during baseline to levels between 60 and 75% in the CP only phase. Most students reached levels between 80 and 90% during the combined CP+TI+EID phase. Increases to levels as high as 100% were also observed for participants in which TO was combined with the previous phases. In most cases, compliance fell some during follow-up, but not to levels as low as during baseline. Results are discussed concerning the use of antecedent and consequent components as methods of increasing compliance in the classroom, as well as with regard to issues of teacher integrity, and implications for future research.