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Showing all 6 results
Direct linkWilder, David A.; Myers, Kristin; Nicholson, Katie; Allison, Janelle; Fischetti, Anthony T. – Education and Treatment of Children, 2012
Previous research suggests that rationales, or statements describing why a child should comply with a caregiver-delivered instruction, are ineffective at increasing compliance. In the current study, we compared the effects of rationales to a differential reinforcement procedure and a guided compliance procedure. The results indicated that…
Descriptors: Behavior Modification, Preschool Children, Reinforcement, Compliance (Psychology)
Pan-Skadden, Jennifer; Wilder, David A.; Sparling, Jessica; Severtson, Erica; Donaldson, Jeanne; Postma, Nicki; Beavers, Gracie; Neidert, Pamela – Education and Treatment of Children, 2009
Behavioral skills training (BST) was combined with in-situ training to teach young children to solicit help when they become lost from a caregiver at a store. Three children were taught to approach a cashier, tell the cashier their name, and inform the cashier that they are lost. A multiple baseline design across participants was used to evaluate…
Descriptors: Help Seeking, Children, Training, Child Safety
Wilder, David A.; Saulnier, Renee; Beavers, Gracie; Zonneveld, Kimberley – Education and Treatment of Children, 2008
Noncompliance with instructions is among the most common behavior problems exhibited by preschoolers. Although three-step guidance compliance procedures have been shown to be effective to increase compliance among some children, they may require that a child be exposed to a number of trials before compliance begins to increase. In this study, a…
Descriptors: Behavior Problems, Behavior Modification, Functional Behavioral Assessment, Preschool Children
Heering, Paul W.; Wilder, David A. – Education and Treatment of Children, 2006
Dependent group contingencies were used to increase the on-task behavior of general education students in third and fourth grade classrooms. The class-wide intervention allowed students to gain access to preferred items/activities (identified via a stimulus preference assessment) contingent upon being on-task at "unknown" random times during math…
Descriptors: Student Behavior, General Education, Classroom Techniques, Grade 3
Flood, William A.; Wilder, David A. – Education and Treatment of Children, 2004
The use of differential reinforcement of other behavior (DRO) and fading of time away from year old boy with Separation Anxiety is illustrated. During baseline, the participant exhibited emotional behavior (i.e., crying, whining, asking to contact parents) as soon as his caregiver left the therapy room. During intervention, the participant was…
Descriptors: Reinforcement, Intervention, Caregivers, Affective Behavior
Peer reviewedFlood, William A.; Wilder, David A. – Education and Treatment of Children, 2002
Antecedent assessment and assessment-based intervention for off-task behavior by an 11-year-old with attention deficit hyperactivity disorder is reported. Assessment correlated off-task behavior with difficult academic tasks; intervention included functional communication training that focused on teaching the child to request assistance, as well…
Descriptors: Attention Deficit Disorders, Behavior Modification, Contingency Management, Elementary Education
