Abstract
Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006). The purpose of this study was to train teachers to use prompting to increase child compliance to teacher directives. This study builds on the current literature by using least-to-most prompting (Horner & Keilitz, 1975) within the naturally occurring context of the preschool classroom. The participants consisted of 3 preschool teachers who interacted with a target child in an early childhood classroom. Child compliance was measured during free choice center time. Results were consistent with previous research (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell, & Wine, 2006) by showing that the implementation of the least-to-most prompting intervention was correlated with an increase in child compliance.
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