Compliance

1. Compliance By Ann Gathura, M.A, BCBA Ann.gathura@yahoo.com

2. Non-compliance defined • Noncompliance is defined as the failure to follow a specific delivered instruction (demand). • (Forehand, Gardner, & Roberts, 1978)

3. Compliance includes the following skills: • Compliance is following directions to: • complete non-preferred tasks. • Accept “wait” for preferred items or activities • Accept Sharing • Transitioning from, or accepting the removal and loss of preferred items/activities • Accepting “no, never.”

4. Categories of noncompliance • Passive non-compliance: child simply does not to perform requested behavior but is not overtly noncompliant (simply ignores directive – not angry or hostile). • Negotiation: student attempts to bargain, compromise; proposes alternative solutions. • Noncompliance accompanied by Maladaptive behaviors: whining and/or crying, tantrums may include dropping to the floor, Physical aggression, property destruction/damage, engaging in self-injurious behavior.

5. Teaching Compliance: How? • Interventions to increase compliance, and thus address noncompliance, have been organized into two categories. • Antecedent-based interventions • Consequence-based interventions

6. Antecedent-based Interventions • Examples of antecedent-based interventions include • Changes the Environmental Variables • Develop clear expectations and rules (post them in the house – if possible include child in developing the expectations). • Preview rules and behavioral expectations (everyday until mastery) • Structure daily schedule/Routines (if needed, develop visual schedules - Preview schedule until mastery). • Preferred activities scheduled in daily routine schedule • Non-preferred activities scheduled among preferred activities (if possible child- involved in planning Planned activities including transition times) • Develop signals to prepare for transitions (kitchen timer, alarm clocks, count down/up)

7. Antecedent Based Interventions • Use Predictabilityhigh-probability (high-p) request sequence immediately followed by a low-probability request. • Ensure that when giving direction attention is secured.   Disengage them from what they are currently doing. • Assess to make sure that the child is capable of accomplishing the task.  The Child must have the skills required of him/her to complete to task and must believe they are competent in beginning a task that may cause them anxiety.

8. Consequence based interventions: delivery or removal of a stimulus after compliance or non-compliance • If the child completes the demand, deliver a reinforcer in the form of praise, edible items, tangible items, tokens, contingent on compliance. • Make sure you reinforce each instance of compliance until behavior attains mastery level. • If the child does not comply……what do you do?

9. Consequence Based Intervention • When they fail to follow instruction/complete demand (non-preferred task)… begin Guided Compliance. • Repeat the vocal prompt (once) while simultaneously guiding the child to comply with the instruction. • Guided compliance procedures: typically involve the delivery of progressively more intrusive prompts. Use least-to-most prompt hierarchy.

10. Consequence Based Intervention • When the child finally complies. • Do not provide reinforcement. • Present another demand. • If child complies provide reinforcer (social or tangible). • If child does not comply, repeat guided compliance procedure.

11. Intensive Teaching Opportunities • Set up opportunities for purpose of teaching compliance to your demands. • Examples of compliance trials could be easy to complete. • You tube video

12. Why “Punishment” are Minimally Effective • Punitive interventions are minimally effective because: • They do not focus on teaching a replacement behavior • Remember the functions of behaviors – All behaviors are functional – most kids engage in maladaptive behaviors/problem behaviors because its an effective way to communicate in order to meet the child’s needs and wants. • Punitive procedure may stop the behavior momentarily, but does not eliminate the basic child need to meet their needs/wants. It does not teach the child to meet their needs and wants using appropriate behaviors.

13. Examples • Chris is always using inappropriate words/language in class. When he uses these words, his peers report him to the teacher and the teacher reprimands him. The peers giggle/laugh because Chris was reprimanded (he gets teacher and peer attention). The function of Chris use of inappropriate language is attention. Chris has figured out that when he wants to access attention the maladaptive behavior (use of inappropriate language) gets him the attention he is seeking. • This “punitive strategy” does not work because: • It does not teach Chris to get attention appropriately. It might temporarily stop the opportunity to get attention from peers, but the need for attention (*need) will still be there after he is reprimanded and next time he wants attention he will use inappropriate words (inappropriate behaviors) to gain attention.

14. Hanna is 2 ½ years old. Every time she wants a toy, she reaches, grabs it, and pushes a peer, making the peer cry. Mrs. Johnson puts Hanna in a “time out/thinking chair” area. • This punitive strategy is not effective because: • it will temporarily make the toy unavailable to Hanna and and therefore, temporarily halt the behavior of pushing and grabbing. • However, the need to access the toy is not eliminated and as such will continue wanting to access the toy and will engage in grabbing, pushingnext time she wants the toy. This punitive strategy does not teach Hanna how to access a toy using appropriate behavior(s).

15. Caleb is diagnosed with ADHD. He struggles to complete his work because he is highly distracted and disorganized. He wastes all his time retrieving material needed to complete work (crayon, paper, pencil) as well as distract peers when out of his seat. Every time he does not complete his class work, Mr. Alexander makes him sit out during recess. • This punitive strategy will not work because • it does not teach a replacement skill – e.g., proactively (teacher) deciding where Caleb can sit, assist Caleb develop better organizational skills, self-management with time. etc.

16. Melissa is 3 years old. She wants access to all toys and does not like sharing. Every time the teacher have her share, she engages in hitting kicking, and has a major tantrum/meltdown. The principal calls the parent and Melissa is sent home. • Why is this punitive strategy not effective? • How do you teach compliance?