The effects of three levels of treatment integrity (100%, 50%, and 0%) on child compliance were evaluated in the context of the implementation of a three-step prompting procedure. Two typically developing preschool children participated in the study. After baseline data on compliance to one of three common demands were collected, a therapist implemented the threestep prompting procedure at three different integrity levels. One integrity level was associated with each demand. The effects of the integrity levels were examined using multielement designs. The results indicate that compliance varied according to the level of treatment integrity that was in place.DESCRIPTORS: noncompliance, preschool children, three-step prompting, treatment integrityTreatment integrity refers to the extent to which a treatment is implemented as designed. In research, behavioral interventions are likely to be implemented with near-perfect integrity, but in practice settings this is not always so. A number of studies have examined the effects of behavioral interventions when implemented at less than perfect levels of integrity. For example, Northup, Fisher, Kahng, Harrel, and Kurtz (1997) evaluated varying levels of integrity for a differential reinforcement plus time-out procedure. Appropriate behavior was reinforced on 100% of occasions, 50% of occasions, or 25% of occasions. In addition, time-out was implemented for aberrant behavior using these same values. Results showed that intervention effects were maintained at 100% integrity levels even when time-out was implemented at 50% integrity. Vollmer, Roane, Ringdahl, and Marcus (1999) examined differential reinforcement of alternative behavior (DRA) at varying integrity levels. They found that after exposure to DRA at 100% integrity (i.e., appropriate behavior was reinforced each time it occurred; problem behavior was never reinforced), lower levels of integrity did compromise intervention effects. However, participants exhibited a general bias toward appropriate behavior during many of the varying integrity levels, presumably because their recent history with the 100% integrity phase predisposed them to engage in appropriate behavior.Although these studies provide a start, more research on the effects of behavioral interventions at varying levels of integrity is needed. The purpose of this study was to examine the effects of varying levels of treatment integrity on child compliance in the context of the implementation of a multistep prompting procedure (Horner & Keilitz, 1975). This study extends the existing research on treatment integrity of behavioral interventions by conducting a parametric analysis of an antecedent-based intervention (prompting) as opposed to a consequencebased intervention (reinforcement). METHOD Participants and SettingJake (a 4-year-old boy) and Cara (a 4-yearold girl), the first 2 children nominated for the study, participated. Neither of the participants had a psychiatric diagnosis or a developmental Requests for reprints should be sent to David A. Wilder,

Over the past 60 years, applied behavior analysis (ABA) has made notable contributions to the literature involving populations with developmental disabilities. Practitioners and researchers have made impressive advances in addressing challenges posed by autism spectrum disorder (ASD), in particular. The focus on autism has resulted in an improved public image of ABA and, in turn, has helped highlight the need for increased awareness surrounding ASD. A summary of relevant research contributions is provided, and although the advances in autism are impressive, individuals with ASD constitute a minority portion of the educational system. A review of the existing literature, as well as a novel literature search, supports the suggestion that ABA has narrowed its focus to issues affecting populations with ASD, while concurrently being less attentive to problems faced by society as a whole, particularly general education.

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Matrix training is a conceptual model inspired by the generative learning approach to program development. This investigation used matrix training to facilitate a generative repertoire of twocomponent solitary and social play skills in a child diagnosed with autism and cerebral palsy. Play-related actions and corresponding toys were aligned on perpendicular axes of a standard matrix.The learner was trained on the skills that intersected along the diagonal of the matrix. The learner acquired both appropriate solitary and social play skills. The participant also began requesting items from a peer despite not having been directly trained to do so. The untrained combinations accounted for 86% of the matrix responses acquired.