We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills…

We used a multiple baseline design across participants to evaluate the effects of teaching 4 typically developing preschoolers to attend to their names and to a group call (referred to as "precursors") on their compliance with typical classroom instructions. We then measured the extent to which the effects on both precursors and…

We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects…

The effect of a fixed-time (FT) schedule involving the delivery of preferred stimuli prior to the issuance of a low-probability instruction was evaluated with 2 young children with autism. The FT schedule was introduced according to a reversal design with 3 target instructions, 1 for the first child and 2 for the second child. Compliance increased…