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Beaulieu, Lauren; Hanley, Gregory P.; Roberson, Aleasha A. – Journal of Applied Behavior Analysis, 2012
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…
Descriptors: Experimental Groups, Probability, Preschool Children, Compliance (Psychology)
Beaulieu, Lauren; Hanley, Gregory P. – Journal of Applied Behavior Analysis, 2014
We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills…
Descriptors: Compliance (Psychology), Preschool Teachers, Preschool Children, Skill Development
Beaulieu, Lauren; Hanley, Gregory P.; Roberson, Aleasha A. – Journal of Applied Behavior Analysis, 2013
We used a multiple baseline design across participants to evaluate the effects of teaching 4 typically developing preschoolers to attend to their names and to a group call (referred to as "precursors") on their compliance with typical classroom instructions. We then measured the extent to which the effects on both precursors and…
Descriptors: Peer Mediation, Preschool Children, Classroom Techniques, Classroom Environment