Master of Science (MS)
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.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Powers, Courtney, "Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy" (2011). LSU Master's Theses. 1455.
DiCarlo, Cynthia F.