An Evaluation of Advance Notice to Increase Compliance Among Preschoolers

Wilder, David A.; Nicholson, Katie; Allison, Janelle

doi:10.1901/jaba.2010.43-751

Cited by 21 publications

(23 citation statements)

References 9 publications

(9 reference statements)

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“…At first blush, it may be surprising that we obtained treatment effects with advance notice without using extinction given several reported failures in the literature (e.g., Wilder, Nicholson, & Allison, 2010). Researchers have suggested the effectiveness of advance notice depends on the controlling variables of problem behavior or compliance (Brewer, Strickland-Cohen, Dotson, & Williams, 2014).…”

Section: Resultsmentioning

confidence: 88%

The Effects of Advance Notice on Problem Behavior Occasioned by Interruptions of an Ongoing Activity in a Young Girl with Autism

Vasquez

Brewer

Leon

et al. 2017

Behav Analysis Practice

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The current study describes a trial-based functional analysis of problem behavior conducted in a home setting for a 7-year-old girl with autism. Problem behavior was occasioned by interruptions to an ongoing activity. Advance notice, in the form of a 2-min warning, and the sound of a timer were used to signal termination of a current activity and were effective at reducing problem behavior along with increasing compliance to the interruptive demands. A trial-based functional analysis, which are not common in the applied literature, was conducted in a home setting for young girl with autism, using antecedent and consequence modifications described by Hagopian, Bruzek, Bowman, and Jennett (2007), identified the variables that occasioned and maintained problem behavior were interruptions to an ongoing activity followed by regaining uninterrupted access to the previous activity. Mixed findings have been reported regarding the effectiveness of advance notice for decreasing problem behavior. Results of the current study show that an advance notice treatment package was effective for a child with autism; no escape extinction was necessary. Interruptions are part of everyday life and tolerating these changes is critical for habilitation for individuals with autism.

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Section: Resultsmentioning

confidence: 88%

The Effects of Advance Notice on Problem Behavior Occasioned by Interruptions of an Ongoing Activity in a Young Girl with Autism

Vasquez

Brewer

Leon

et al. 2017

Behav Analysis Practice

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“…Advance notice did not decrease tantrums in preschoolers (Wilder et al 2006) nor did this procedure decrease noncompliance in children (Cote et al 2005;Wilder et al 2010;Wilder et al 2007).…”

Section: Negative Findingsmentioning

confidence: 76%

“…Some researchers have speculated that these negative results indicate that advance notice procedures are ineffective (Wilder et al 2010). We propose that a closer examination of the controlling variables of transitionrelated problem behavior may yield insights into when advance notice is recommended as a treatment option.…”

Section: Advance Noticementioning

confidence: 91%

“…Although advance notice procedures are widely considered to be effective (e.g., Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007), discrepant findings regarding the effectiveness of advance notice have been reported (Cote et al 2005;McCord et al 2001;Wilder et al 2006;Waters et al 2009;Wilder et al 2010;Wilder et al 2007). Some researchers have speculated that these negative results indicate that advance notice procedures are ineffective (Wilder et al 2010).…”

Section: Advance Noticementioning

confidence: 99%

“…While the studies reporting negative findings may be interpreted as demonstrating that advance notice is ineffective (Wilder et al 2010), it may be more appropriate to interpret them as demonstrating some of the environmental conditions under which advance notice procedures will not be effective. Further, these studies provide potential practical alternative procedures (e.g., differential reinforcement, extinction) to use when advance notice fails to reduce problem behaviors during transitions.…”

Section: Understanding the Discrepant Findingsmentioning

confidence: 99%

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Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

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The Effect of Response Effort on Compliance in Young Children

Wilder

Fischetti

Myers

et al. 2013

Behavioral Interventions

Self Cite

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We evaluated the effect of response effort on compliance with three children who exhibited noncompliance when asked to relinquish a preferred toy. Participants were given access to a preferred toy and then asked to place the toy in a toy bin, which was located either 0.3 m (low effort) or 3 m (high effort) away. We used a reversal design to evaluate the effect of the effort manipulation. Compliance by all three participants was sensitive to the effort manipulation. In addition, compliance by two participants maintained as the distance required to comply with instructions was systematically increased. Copyright

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An Evaluation of Advance Notice to Increase Compliance Among Preschoolers

Cited by 21 publications

References 9 publications

The Effects of Advance Notice on Problem Behavior Occasioned by Interruptions of an Ongoing Activity in a Young Girl with Autism

The Effects of Advance Notice on Problem Behavior Occasioned by Interruptions of an Ongoing Activity in a Young Girl with Autism

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

The Effect of Response Effort on Compliance in Young Children

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