Title page for ETD etd-04252011-191232


Type of Document Master's Thesis
Author Powers, Courtney
Author's Email Address cpower2@lsu.edu
URN etd-04252011-191232
Title Fostering Compliance in Preschool-aged Children Using Least-to-Most Assistive Prompt Hierarchy
Degree Master of Science (M.S.)
Department Human Ecology
Advisory Committee
Advisor Name Title
DiCarlo, Cynthia F. Committee Chair
Baumgartner, Jennifer Committee Member
Denny, Ken Committee Member
Keywords
  • Prompting
  • Children
  • Compliance
Date of Defense 2011-04-05
Availability unrestricted
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.
Files
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