title: Effects of responding to a name and group call on preschoolers' compliance.
abstract: We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects of teaching preschoolers to attend to their names and a group call on their compliance with typical instructions. We used a multiple baseline design across subjects and a control-group design to evaluate whether gains in compliance were a function of treatment or routine experience in preschool. Results showed that compliance increased as a function of teaching precursors for all children in the experimental group, and the effects on compliance were maintained despite a reduction of the occurrence of precursors. Moreover, it appeared that precursor teaching, not routine preschool experience, was responsible for the changes in compliance.
authors: Western New England University, USA. Lauren_Beaulieu@uml.edu
authors: Lauren
authors: L
authors: Beaulieu
authors: Gregory P
authors: GP
authors: Hanley
authors: Aleasha A
authors: AA
authors: Roberson
mesh_terms: D002652:Child Behavior / Q000523:psychology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009275:Names; D012574:Schools
keywords: compliance; maintenance; noncompliance; precursors; preschool children