Date of Award:

5-1991

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Sebastian Striefel

Committee

Sebastian Striefel

Committee

Grayson Osborne

Committee

Richard Young

Abstract

This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers' instructions in students for whom manipulation of conventional antecedent stimuli and consequences (Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors, as well as the relationship between compliance and qualitatively good and qualitatively poor instructions, was also investigated. Those relationships were found to exist, but they were not as strong as had been reported in earlier studies. Generalization of participants' compliance with qualitatively good instructions across school staff occurred. With the exception of one participant, increases in compliance with qualitatively good instructions were maintained for up to eight weeks. Limitations of the present study and suggestions for future research are presented.

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