Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

PRESCHOOLERS' COMPLIANCE WITH SIMPLE INSTRUCTIONS: A DESCRIPTIVE AND EXPERIMENTAL EVALUATION

PRESCHOOLERS' COMPLIANCE WITH SIMPLE INSTRUCTIONS: A DESCRIPTIVE AND EXPERIMENTAL EVALUATION Compliance is often used to describe a situation in which a child completes instructions from adults, and low levels of compliance are a common teacher concern. We conducted a descriptive assessment that showed that compliance was relatively stable for individual children, variable across children, and positively correlated with age. The impact of six antecedent variables (proximity, position, physical contact, eye contact, vocal attention, and play interruption) on compliance was assessed for 4 children. Next, the effects of three‐step prompting were assessed alone, in combination with the antecedent variables, and at different integrity levels for 2 children. Results of the experimental analyses showed that compliance gradually increased with the addition of each antecedent variable for 2 of the 4 children. Three‐step prompting in combination with the six antecedent variables increased compliance for the remaining 2 children, and high compliance levels were maintained until treatment integrity was decreased to 20% of full strength. The utility of this naturalistic compliance assessment is discussed, as are the relevant experiences that give rise to acceptable levels of compliance in preschool classrooms. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Behavior Analysis Wiley

PRESCHOOLERS' COMPLIANCE WITH SIMPLE INSTRUCTIONS: A DESCRIPTIVE AND EXPERIMENTAL EVALUATION

Loading next page...
 
/lp/wiley/preschoolers-compliance-with-simple-instructions-a-descriptive-and-kM1bnUyi3h

References (39)

Publisher
Wiley
Copyright
2010 Society for the Experimental Analysis of Behavior
ISSN
0021-8855
eISSN
1938-3703
DOI
10.1901/jaba.2010.43-229
pmid
21119897
Publisher site
See Article on Publisher Site

Abstract

Compliance is often used to describe a situation in which a child completes instructions from adults, and low levels of compliance are a common teacher concern. We conducted a descriptive assessment that showed that compliance was relatively stable for individual children, variable across children, and positively correlated with age. The impact of six antecedent variables (proximity, position, physical contact, eye contact, vocal attention, and play interruption) on compliance was assessed for 4 children. Next, the effects of three‐step prompting were assessed alone, in combination with the antecedent variables, and at different integrity levels for 2 children. Results of the experimental analyses showed that compliance gradually increased with the addition of each antecedent variable for 2 of the 4 children. Three‐step prompting in combination with the six antecedent variables increased compliance for the remaining 2 children, and high compliance levels were maintained until treatment integrity was decreased to 20% of full strength. The utility of this naturalistic compliance assessment is discussed, as are the relevant experiences that give rise to acceptable levels of compliance in preschool classrooms.

Journal

Journal of Applied Behavior AnalysisWiley

Published: Jun 1, 2010

There are no references for this article.