This study investigated the effects of therapist attention on the self-injurious behavior (SIB) of a 6-year-old girl with developmental disabilities. After results of a functional analysis indicated that SIB was maintained by attention and tangible reinforcement, tangible conditions with and without contingent verbal attention were compared. Results suggested that the inclusion of verbal attention in a tangible condition may confound functional analysis outcomes for behavior that is maintained by attention.
This study evaluates the effects of positive antecedent (effective instruction delivery and time-in) and consequent components (contingent praise) on the compliance of 4 children in a clinic setting. Results suggest that the use of effective instruction delivery alone increased compliance above baseline levels for the 4 children and that the additions of time-in and contingent praise further increased compliance for 3 of the 4 children. All three positive treatment components resulted in compliance greater than 80% for all children. Compliance levels were maintained at 1-month follow-up for 2 children. Results are discussed in terms of the benefits to using all of the positive components in compliance training.
We evaluated the separate and combined effects of the antecedent manipulations of effective instruction delivery and time-in, as well as the effects of the addition of the consequent manipulation of contingent praise in a compliance training package for four elementary students displaying low levels of compliance. Four teachers were trained to introduce these components sequentially in multiple baseline across-participants designs for each of two pairs of students. All students increased compliance from below 40% during baseline to between 84% and 96% in the final treatment phase. Support was demonstrated for the separate and independent effects of the positive antecedent components of effective instruction delivery and time-in, when used alone and in combination. The addition of contingent praise either increased compliance slightly or maintained it at already high levels. Treatment integrity and implications for practitioners and school personnel are discussed, including the effectiveness and simplicity of these procedures, while also offering positive, non-coercive approaches to increasing student compliance.
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