Effective instruction delivery and time-in: Positive procedures for achieving child compliance

The purpose of the study was to assess whether increases in compliance coul d be obtained in a clinic setting by using only positive procedures such as effective instruction delivery (EID) and time-in (TI). Participants were f rom a university-based school psychology clinic who had percentages of comp liance to first-time-presented instructions of 40% or less. Each parent, tr ained to implement EID and TI, was assessed using 3 multiple baseline cross over design. Both EID and TI alone achieved increases in compliance over ba seline levels and additional increases were observed when the two procedure s were combined. Implications of the present use of positive behavior manag ement procedures in the: treatment of noncompliance are discussed.