Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy

Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006). The purpose of this study was to train teachers to use prompting to increase child compliance to te...

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Main Author:	Powers, Courtney
Other Authors:	Denny, Ken
Format:	Others
Language:	en
Published:	LSU 2011
Subjects:	Human Ecology
Online Access:	http://etd.lsu.edu/docs/available/etd-04252011-191232/

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spelling	ndltd-LSU-oai-etd.lsu.edu-etd-04252011-1912322013-01-07T22:53:18Z Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy Powers, Courtney Human Ecology Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006). The purpose of this study was to train teachers to use prompting to increase child compliance to teacher directives. This study builds on the current literature by using least-to-most prompting (Horner & Keilitz, 1975) within the naturally occurring context of the preschool classroom. The participants consisted of 3 preschool teachers who interacted with a target child in an early childhood classroom. Child compliance was measured during free choice center time. Results were consistent with previous research (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006) by showing that the implementation of the least-to-most prompting intervention was correlated with an increase in child compliance. Denny, Ken Baumgartner, Jennifer DiCarlo, Cynthia F. LSU 2011-04-27 text application/pdf http://etd.lsu.edu/docs/available/etd-04252011-191232/ http://etd.lsu.edu/docs/available/etd-04252011-191232/ en unrestricted I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.
collection	NDLTD
language	en
format	Others
sources	NDLTD
topic	Human Ecology
spellingShingle	Human Ecology Powers, Courtney Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
description	Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006). The purpose of this study was to train teachers to use prompting to increase child compliance to teacher directives. This study builds on the current literature by using least-to-most prompting (Horner & Keilitz, 1975) within the naturally occurring context of the preschool classroom. The participants consisted of 3 preschool teachers who interacted with a target child in an early childhood classroom. Child compliance was measured during free choice center time. Results were consistent with previous research (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006) by showing that the implementation of the least-to-most prompting intervention was correlated with an increase in child compliance.
author2	Denny, Ken
author_facet	Denny, Ken Powers, Courtney
author	Powers, Courtney
author_sort	Powers, Courtney
title	Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
title_short	Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
title_full	Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
title_fullStr	Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
title_full_unstemmed	Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
title_sort	fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy
publisher	LSU
publishDate	2011
url	http://etd.lsu.edu/docs/available/etd-04252011-191232/
work_keys_str_mv	AT powerscourtney fosteringcomplianceinpreschoolagedchildrenusingleasttomostassistiveprompthierarchy
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Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy

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