“…However, the variables that we were interested in measuring were primarily influenced by developments in effective prompting and differential reinforcement strategies derived from the empirical literature on the treatment of noncompliance and escape-maintained problem behavior. From this literature, we identified the following strategies that appeared to be relevant to the treatment of compliance in classrooms: integral directive prompting (often referred to as three-step prompting; Horner & Keilitz, 1975;Iwata, Pace, Kalsher, Cowdery, & Cataldo, 1990), embedding prompts in preferred activities (Carr, Newsom, & Binkoff, 1980;, framing instructions as ''do'' commands as opposed to ''don't'' commands (Adelinis & Hagopian, 1999;Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998;Neef, Shafer, Egel, Cataldo, & Parrish, 1983), eliminating escape from instructions by continuing prompting until the task is completed (also known as escape extinction; Iwata, Pace, Cowdery, & Miltenberger, 1994;Iwata et al, 1990;Zarcone et al, 1993), and providing social positive and negative reinforcers for compliance (Lalli et al, 1999;Parrish, Cataldo, Kolko, Neef, & Egel, 1986;.…”