Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

Abstract

ABSTRACT The purpose of the study was to assess whether increases in compliance could be obtained in a clinic setting by using only positive procedures such as effective instruction delivery (EID) and time-in (TI). Participants were from a university-based school psychology clinic who had percentages of compliance to first-time-presented instructions of 40% or less. Each parent, trained to implement EID and TI, was assessed using a multiple baseline crossover design. Both EID and TI alone achieved increases in compliance over baseline levels and additional increases were observed when the two procedures were combined. Implications of the present use of positive behavior management procedures in the treatment of noncompliance are discussed.