Parental use of 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, using a pair of multiple baseline designs across participants, evaluated the independent and combined effects of contingent praise (CP) and time-in (TI) as well as the sequential effects of effective instruction delivery (EID), and time-out (TO) on the compliance of 4 preschool aged children in a clinic setting. The sequence of phases for the first pair included CP, CP/TI, CP/TI/EID, CP/TI/EID/TO, and Follow-up. The sequence of phases for the second pair included TI, TI/CP, TI/CP/EID, TI/CP/EID/TO, and Follow-up. The results provide support for the use of CP and TI in isolation in order to increase childhood compliance. For the first pair, compliance increased from 27% in baseline to 63% during CP, 60% during CP/TI, 77% during CP/TI/EID, and 93% during CP/TI/EID/TO for John and from 28% in baseline to 60% during CP, 77% during CP/TI, and 95% during the CP/TI/EID phase for Sarah. Sarah did not receive CP/TI/EID/TO due to high compliance levels (i.e., >90%) in previous phases. For the second pair, compliance increased from 25% in baseline to 73% during TI, 87% during TI/CP, 83% during TI/CP/EID, and 80% during TI/CP/EID/TO for Joey and from 20% in baseline to 73% during TI, 70% during TI/CP, 72% during TI/CP/EID, and 83% during TI/CP/EID/TO for Katie. Finally, after approximately 4 weeks, John's compliance was 83%, Sarah's compliance was 97%, and Katie's compliance was 78%. Due to family conflicts, Joey and his mother did not return for follow up data. The current results support the use and maintenance of CP, TI, EID, and TO as effective treatments for increasing childhood compliance.