An Evaluation of Evidence‐based Interventions to Increase Compliance Among Children With Autism

Abstract

We evaluated 4 evidence‐based interventions to increase compliance. Three children with autism who exhibited noncompliance when asked to relinquish a preferred toy were exposed sequentially to interventions that included a reduction in response effort, differential reinforcement, and guided compliance. Results indicated that effort reduction alone was ineffective and that each participant's compliance improved after exposure to a different intervention; these results highlight the need to individualize treatments for compliance.

Reliability and Validity of a New Comprehensive Tool for Assessing Challenging Behaviors in Autism Spectrum Disorder

“… 24 Among children with autism, compliance with instructions may be particularly important because of the many requests to comply with adult directions that are issued during early behavioral interventions. 25 Despite the high rate of noncompliance in patients with ASD, the HSQ-PDD is the only accepted tool that measures behavioral non-compliance in children with ASD. 14 Although the items are not as specific as those in the HSQ-PDD, some of the items on the “unresponsiveness/negativism” subscale of the K-CSCB may reflect non-compliance in patients with ASD (e.g., no response to verbal instruction, no response to structured activities).…”

“…ASD is associated with high rates of comorbidity with attention-deficit/hyperactivity disorder (ADHD), and 30–80% of those with ASD meet the criteria for ADHD. 25 Owing to the overlapping characteristics and etiological factors, Rommelse has convincingly argued that the two disorders should be systematically studied together. 26 27 There was also a high rate of ADHD traits in the ASD population in this study.…”

The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

“…behavior also presents a barrier to participation in the community and could make the individual less responsive to important learning opportunities. For over 60 years, researchers in behavior analysis have successfully developed and evaluated the use of procedures (e.g., shaping, time-out, functional communication training, tolerance delay, task choice) to increase desired behaviors and decrease problem behavior such as aggression (e.g., Hanley, Jin, Vanselow, & Hanratty, 2014), selfinjury (e.g., Ghaemmaghami, Hanley, & Jessel, 2016), stereotypic behavior (e.g., Falcomata, Roane, Feeney, & Stephenson, 2010), elopement (e.g., Roane & Derosa, 2014), pica (e.g., Mace & Knight, 1986), and noncompliance (e.g., Fischetti et al, 2012). The relationship between research and practice has resulted in a grounded theoretical framework that places a heavy emphasis on the function (i.e., control by consequences), as opposed to the structure (i.e., the form), of behavior.…”

Clinical Application of a High-Probability Sequence to Promote Compliance with Vocal Imitation in a Child with Autism Spectrum Disorder

“…Noncompliance to instructions is commonly observed in children with autism spectrum disorder (ASD) and other developmental delays (Luiselli, 2009). Although noncompliance represents a challenge for completion of common daily routines (e.g., dressing oneself, picking up toys, transitions between activities), it might also significantly impact the development of new functional skills if the child does not comply with therapist instructions during skill acquisition interventions (Fischetti et al, 2012). A procedure that has been commonly used to increase compliance to instructions is the highprobability (high-p) instructional sequence (Lipschultz & Wilder, 2017).…”