Generalization of a Positive Treatment Package for Child Noncompliance

Abstract

Using a multiple baseline across 3 mother/child dyads, a treatment package containing only the positive components of effective instruction delivery (EID) and time-in (TI) is shown to be effective in achieving acceptable levels of child compliance in clinic and home settings. Mothers were able to master the components of both EID and TI in the clinic. Skill mastery in the home increased for EID, but varied for TI. The potential benefit of additional programming to facilitate generalization of parent skills to the home is discussed.

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

“…John's compliance decreased during the initial session of this combined phase despite adequate treatment integrity, although his compliance then returned to levels previously achieved following this initial decline. These results for the combination of the antecedents of EID and time-in are similar to those of previous studies (Benoit et al, 2001;Ford et al, 2001;Mandal et al, 2000;Roberts et al, 2008). That is, when time-in and EID are eventually combined after the implementation of either component in isolation, compliance generally either remains at moderate-to-high levels or increases even slightly further.…”

“…These results support previous research suggesting that compliance training using only positive procedures can increase compliance to substantial and meaningful levels (Benoit et al, 2001;Everett et al, 2005;Mandal et al, 2000;Roberts et al, 2008). As with the addition of EID and time-in, when contingent praise was finally added to the previous components, compliance was either maintained at already high levels or increased slightly.…”

Using video self-modeling to increase compliance to classroom requests in students with autism spectrum disorder

“…Although TI is effective when implemented appropriately, treatment integrity may be a concern with this intervention. When mothers were taught to use a combination of EID and TI, skill mastery of TI procedures at home was variable (Benoit et al, 2001), indicating that it may be difficult to implement. Another limitation is that although EID and TI strategies are generally considered best practice, studies have not examined their use with children with ASD.…”

Measuring Change During Behavioral Parent Training Using the Parent Instruction-Giving Game with Youngsters (PIGGY): A Clinical Replication

“…KEYWORDS behavioral assessment, direct observation, oppositional defiant disorder, parent training Assessment of externalizing behavior problems in young children often reveals both strengths and weaknesses related to parenting skills-including parental attending (Hupp & Allen, 2005), instructional delivery (Everett, Olmi, Edwards, & Tingstrom, 2005), and use of consequences (Benoit, Edwards, Olmi, Wilczynski, & Mandal, 2001;Roberts & Powers, 1990). Comprehensive assessment of parental behaviors involves varied methodologies applicable both before and throughout behavioral parent training.…”