Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy

Identifier

etd-04252011-191232

Author

Courtney Powers, Louisiana State University and Agricultural and Mechanical CollegeFollow

Degree

Master of Science (MS)

Department

Human Ecology

Document Type

Thesis

Abstract

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.

Date

2011

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Recommended Citation

Powers, Courtney, "Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy" (2011). LSU Master's Theses. 1455.
https://repository.lsu.edu/gradschool_theses/1455

Committee Chair

DiCarlo, Cynthia F.

DOI

10.31390/gradschool_theses.1455