Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

Mandal, Rebecca L.; Olmi, D. Joe; Edwards, Ron P.; Tingstrom, Daniel H.; Benoit, Denise A.

doi:10.1300/j019v22n04_01

Cited by 28 publications

(38 citation statements)

References 11 publications

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“…Various compliance training packages are empirically supported for increasing children's compliance with adult instructions and reducing other conduct problems (e.g., Ford, Olmi, Edwards, & Tingstrom, 2001;Mandal, Olmi, Edwards, Tingstrom, & Benoit, 2000;Roberts & Powers, 1990). Moreover, compliance training packages have been demonstrated effective across multiple settings (e.g., school, clinic).…”

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confidence: 99%

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Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Dufrene

Parker

Menousek

et al. 2012

Journal of Educational and Psychological Consultation

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Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior.The prevalence of disruptive behavior disorders in preschool and early school-age children is approximately 10% and may be as high as 25% forCorrespondence should be sent to Brad A. Dufrene,

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confidence: 99%

“…TI includes providing children with positive social attention (e.g., praise, positive touch) contingent upon appropriate behavior and has been associated with improved child behavior (Christophersen, 1988;Ford et al, 2001;Mandal et al, 2000). EID includes modification in the manner in which adults deliver instructions.…”

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confidence: 99%

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Dufrene

Parker

Menousek

et al. 2012

Journal of Educational and Psychological Consultation

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“…Several researchers have reported the effectiveness of these procedures either individually or in combination in increasing child compliance to first-time presented parent or teacher instructions (Bellipanni et al, 2007;Benoit et al, 2001;Everett et al, 2005;Ford et al, 2001;Mandal et al, 2000;Marlow, 1996;Marlow et al, 1997;Olmi et al, 1997). The results of this study are similar to previous research in that the sequential introduction of the solely positive components of EID, TI, and CP generally yielded further increases in compliance with the addition of each subsequent component for 3 of the 4 participants (Bellipanni et al, 2007;Benoit et al, 2001;Ford et al, 2001;Mandal et al, 2000). Highest levels of compliance were achieved with the combination of all 3 components in the final phase, although these increases from the preceding phase were slight.…”

Section: Discussionmentioning

confidence: 99%

“…However, despite the encouraging results these procedures have brought to compliance training, the previous research contains some limitations that prevent clear conclusions about the individual components. Specifically, most studies have not fully isolated the separate, consequent effects of CP from the antecedent effects of EID and TI (Benoit et al, 2001;Ford et al, 2001;Mandal et al, 2000;Olmi et al, 1997). Bellipanni et al (2007) recently provided initial evidence for the effects of EID and TI independent of CP.…”

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confidence: 99%

Positive Antecedent and Consequent Components in Child Compliance Training

et al. 2008

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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.

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“…Mandal et al (2000), for example, trained caregivers of two preschool boys with language deficits/delays in EID procedures combined with contingent praise for compliance. Compliance increased from 40% and 21% during baseline, to 79% and 70% for both boys, respectively.…”

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The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package With Elementary Students

Bellipanni¹,

Tingstrom

Olmi

et al. 2013

Behav Modif

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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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Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

Cited by 28 publications

References 11 publications

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Positive Antecedent and Consequent Components in Child Compliance Training

The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package With Elementary Students

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