Compliance
- A comparison of differential reinforcement and noncontingent reinforcement
Abstract: Noncontingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) with escape as the reinforcer were evaluated after an initial functional analysis indicated the problem ehaviors exhibited by a 7 year old child were maintained by escape. When NCR and DRO did not decrease the problem behaviors, a second functional analysis was conducted and showed that the behaviors were maintained by attention and escape. - Combining noncontingent escape and functional communication training
Abstract: Research has shown that noncontingent escape (NCE) and functional communication training (FCT) can be effective treatments for challenging behavior. The data showed that with NCE plus FCT, rates of disruptive behavior remained at near zero levels while compliance with task demands and appropriate verbal responses increased to levels significantly above baseline. - Compliance training
Abstract: Compliance training was implemented to decrease non-compliance and avoidance behaviors in two women with severe mental retardation and psychiatric disorders over a five year period. In addition
to compliance training, reinforcement schedules and behavioral momentum procedures were also included at various times. The program included training staff at home and at work to ensure generalization across settings and times, direct contact staff were used to assist in implementing
compliance procedures at home and vocational trainers were used in the work setting. Compliance training resulted in a reduction in non-
compliance of 40±80% over a five year period. As a result psychoactive medication and restraint have been reduced and staff interaction and participation in campus and community activities have increased. - Evaluation of a guided compliance procedure to reduce noncompliance
Abstract: The effectiveness of a guided compliance procedure to reduce noncompliance among typically developing preschool children was evaluated. After baseline data on compliance to common demands
were collected, a parent, instructional assistant, or graduate research assistant implemented the guided compliance procedure, which involved the delivery of progressively more intrusive prompts contingent upon noncompliance. The effects of the procedure were examined using a nonconcurrent multiple baseline design across participants. The results suggest that the procedure was effective for four of the six children who participated. - Generalization in a child oppositional behavior
Abstract: Categories of the boy’s oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent-training phase, a follow-up phase, and a final parent-training booster phase. - Peer mediated positive behavior support program on socially appropriate classroom behavior
Abstract: This study explored the results of aligning functional behavioral assessment (FBA) infonnation with positive behavior support plans (PBS plans) designed with consideration for teacher acceptability. The at-risk students showed immediate, marked improvement in their socially appropriate classroom behavior; treatment gains maintained as reinforcement was thinned. - Reducing escape behavior and increasing task completion with functional communication training
Abstract:The effects of functional communication training, extinction, and response chaining on 3 subjects’escape-maintained aberrant behavior were evaluated using a multielement design. Functional communication training consisted of teaching subjects a verbal response that was functionally equivalent to their aberrant behavior. Subjects initially were allowed to escape from a task contingent on the trained verbal response. - Reemergence and extinction of self-injurious escape behavior during stimulus-instructional fading
Abstract: Based on results of a functional analysis indicating that the self-injurious behavior (SIB) of 3 individuals was maintained by negative reinforcement (escape from instructional situations), the effects of stimulus (instructional) fading were evaluated in a multiple baseline design across subjects. The rate of instructions was reduced to zero at the beginning of treatment and was gradually increased (faded in) across sessions as long as SIB remained low. - The class specific effects of compliance training
Abstract: Two experiments are reported in which the relationship between compliance with “do” and “don’t” requests was examined with developmentally disabled children.
