Journal of the American Academy of Child & Adolescent Psychiatry
ARTICLESErrorless Academic Compliance Training: Improving Generalized Cooperation With Parental Requests in Children With Autism
Section snippets
Participants and Setting
Participant children were referred to a community health care agency in Ontario that provided treatment for children with developmental disabilities. Five families initiated intervention. One family withdrew shortly after beginning baseline observations due to demands unrelated to the project. The four remaining children engaged in destructive, oppositional, or disruptive behavior in both academic and general demand situations.
Child 1 was a 42-month-old boy who was diagnosed with autism by a
Baseline
Figure 1 depicts time-series observational data for child compliance to academic requests across baseline and treatment phases for each child. Baseline data points on this graph represent percentage of child compliance to level 4 academic requests only, as these requests were the primary focus of the intervention (see also Ducharme et al., 2000, Ducharme et al., 2001, 2002). The mean probability of compliance across the four children during baseline was 88% for level 1 requests, 71% for level 2
DISCUSSION
In the present study, we examined whether a variation of errorless compliance training that focused on academic/tabletop requests would produce significant increases in compliance to these requests for children with autism. In addition, we evaluated generalization to nontreatment academic requests and to nonacademic general requests following intervention.
The findings indicated that errorless academic compliance training was associated with substantial improvements in child compliance to
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The authors thank Leanne Baldwin and the staff of Peel Behavioural Services, Trillium Health Centre, for support of this research.
All parents provided written consent for publication.