Further Analysis of Antecedent Interventions on Preschoolers' Compliance

Wilder, David A.; Zonneveld, Kimberly; Harris, Carelle; Marcus, Alonna; Reagan, Renee

doi:10.1901/jaba.2007.40-535

Cited by 31 publications

(22 citation statements)

References 4 publications

(5 reference statements)

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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%

“…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%

See 1 more Smart Citation

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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Section: Negative Findingsmentioning

confidence: 76%

Section: Advance Noticementioning

confidence: 99%

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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show abstract

“…Although advance notice has been investigated with individuals with disabilities (McCord, Thomson, & Iwata, 2001; Tustin, 1995) and for its effects on tantrums (Wilder, Chen, Atwell, Pritchard, & Weinstein, 2006), only two studies (Cote, Thompson, & McKerchar, 2005; Wilder, Zonneveld, Harris, Marcus, & Reagan, 2007) have evaluated it as a method of increasing compliance in young, typically developing children. Both of these studies found that it was ineffective at increasing compliance.…”

mentioning

confidence: 99%

An Evaluation of Advance Notice to Increase Compliance Among Preschoolers

Wilder

Nicholson

Allison

2010

J of App Behav Analysis

Self Cite

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“…For example, Wilder et al (2007) evaluated the effectiveness of noncontingent reinforcement, the high-p request sequence, and a verbal warning on increasing compliance in three children, one of whom had Fragile-X syndrome. The high-p sequence was effective only for the child with Fragile-X, while the other two children (both with typical development) required the addition of an extinction component in order to generate stable compliant responding.…”

Section: Noncontingent Reinforcementmentioning

confidence: 99%