Effects of Responding to a Name and Group Call on Preschoolers' Compliance
College
College of Arts and Sciences
Department
Psychology
Date
12-2012
Abstract
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 of teaching preschoolers to attend to their names and a group call on their compliance with typical instructions. We used a multiple baseline design across subjects and a control-group design to evaluate whether gains in compliance were a function of treatment or routine experience in preschool. Results showed that compliance increased as a function of teaching precursors for all children in the experimental group, and the effects on compliance were maintained despite a reduction of the occurrence of precursors. Moreover, it appeared that precursor teaching, not routine preschool experience, was responsible for the changes in compliance.
Recommended Citation
Beaulieu, Lauren; Hanley, Gregory P.; and Roberson, Aleasha A., "Effects of Responding to a Name and Group Call on Preschoolers' Compliance" (2012). Student Work - College of Arts and Sciences. 64.
https://digitalcommons.wne.edu/casstudent/64
Original Citation
Beaulieu, L., Hanley, G. P. & Roberson, A. A. (2012). Effects of responding to a name and group call on preschoolers’ compliance. Journal of Applied Behavior Analysis, 45, 685–707. https://doi.org/10.1901/jaba.2012.45-685
