1 pg summary on article attached below
A METHOD TO ESTABLISH STIMULUS CONTROL AND
COMPLIANCE WITH INSTRUCTIONS
JOHN G. BORGEN
OREGON INSTITUTE OF TECHNOLOGY
F. CHARLES MACE
ARAN HALL SCHOOL
BRENNA M. CAVANAUGH AND KENNETH SHAMLIAN
UNIVERSITY OF ROCHESTER SCHOOL OF MEDICINE
KEITH R. LIT AND JILLIAN B. WILSON
NOVA SOUTHEASTERN UNIVERSITY
AND
STEPHANIE L. TRAUSCHKE
KENNEDY KRIEGER INSTITUTE
We evaluated a unique procedure to establish compliance with instructions in four young chil-
dren diagnosed with autism spectrum disorder (ASD) who had low levels of compliance. Our
procedure included methods to establish a novel therapist as a source of positive reinforcement,
reliably evoke orienting responses to the therapist, increase the number of exposures to
instruction–compliance–reinforcer contingencies, and minimize the number of exposures to
instruction–noncompliance–no reinforcer contingencies. We further alternated between instruc-
tions with a high probability of compliance (high-p instructions) with instructions that had a
prior low probability of compliance (low-p instructions) as soon as low-p instructions lost stimu-
lus control. The intervention is discussed in relation to the conditions necessary for the develop-
ment of stimulus control and as an example of a variation of translational research.
Key words: children with ASD, compliance, noncompliance, stimulus control, translational
research
Compliance with instructions is essential for
young children, especially those with autism
spectrum disorder (ASD), to acquire skills, to
initiate and maintain involvement in construc-
tive social activities, and to maintain child
safety. It is one of the key skills that kindergar-
ten teachers report predicts readiness for school
(Lin, Lawrence, & Gorrell, 2003). Difficulty
attending to social stimuli may serve as a barrier
for the development of compliance among chil-
dren with ASD.
Several interventions have been used to
improve compliance, including positive reinforce-
ment of compliance (Parrish, Cataldo, Kolko,
Neef & Egel, 1986; Russo, Cataldo & Cushing,
1981); timeout (Rortvedt & Milenberger, 1994);
spanking (Forehand & McMahon, 1981); social
punishment (Doleys, Wells, Hobbs, Roberts &
Cartelli, 1976); escape extinction (Zarcone,
Iwata, Mazaleski & Smith, 1994); the high-
probability instructional sequence (Austin &
Agar, 2005; Davis, Brady, Hamilton, McEvoy,
Address correspondence to: F. Charles Mace, Aran Hall
School, Gwynedd, UK. Email: fcmace@gmail.com
doi: 10.1002/jaba.419
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2017, 50, 830–842 NUMBER 4 (FALL)
© 2017 Society for the Experimental Analysis of Behavior
830
& Williams, 1994; Mace et al. 1988); graduated
guided compliance (Wilder et al., 2012); a pack-
age of antecedent interventions (proximity, pos-
ture, eye contact, attention and response
interruption; Stephenson & Hanley, 2010); and
video self-modeling (Axelrod, Bellini & Markoff,
2014), among others. Although these interven-
tions have been shown to improve
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