Skip to main content
SpringerLink
Log in

Antecedent Strategies to Promote Children’s and Adolescents’ Compliance with Adult Requests: A Review of the Literature

  • Published:
Clinical Child and Family Psychology Review Aims and scope Submit manuscript

Abstract

Compliance with adult requests and directives has often been described as a keystone behavior in children, meaning it is associated with engagement in other desirable and socially appropriate behaviors. As such, a great deal of research has been directed toward identifying strategies that increase compliance in children. Antecedent strategies, which focus on increasing the probability of compliance prior to or during the delivery of the directive or request, are popular because they have the potential to prevent noncompliance; however, it is not clear which of the numerous antecedent strategies are effective or for whom. Therefore, a systematic review of the antecedent strategies for compliance was completed. Forty-two studies were identified evaluating eight different antecedent strategies for children aged 1–19. It was determined that high-probability command sequences, effective instruction delivery, and errorless compliance training may all be considered evidence-based antecedent strategies to increase children’s compliance with adult requests.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • *References marked with an asterisk denote articles that were included in the review.

  • Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40, 317–320.

    Article  PubMed  Google Scholar 

  • *Ardoin, S., Martens, B., & Wolfe, L. (1999). Using high-probability instruction sequences with fading to increase student compliance during transitions. Journal of Applied Behavior Analysis, 32, 339–351.

    Article  PubMed Central  Google Scholar 

  • *Austin, J. L., & Agar, G. (2005). Helping young children follow their teachers’ directions: The utility of high probability command sequences in pre-k and kindergarten classrooms. Education and Treatment of Children, 28, 222–236.

    Google Scholar 

  • *Axelrod, M. I., & Zank, A. J. (2012). Increasing classroom compliance: Using a high-probability command sequence with noncompliant students. Journal of Behavioral Education, 21, 119–133.

    Article  Google Scholar 

  • Barnett, D. W., Bauer, A. M., Erhardt, K. E., Lentz, F. E., & Stollar, S. A. (1996). Keystone targets for change: Planning for widespread positive consequences. School Psychology Quarterly, 11, 95–117.

    Article  Google Scholar 

  • Bean, A. W., & Roberts, M. W. (1981). The effect of time-out release contingencies on changes in child noncompliance. Journal of Abnormal Child Psychology, 9, 95–105.

    Article  PubMed  Google Scholar 

  • *Belfiore, P. J., Basile, S. P., & Lee, D. L. (2008). Using a high probability command sequence to increase classroom compliance: The role of behavioral momentum. Journal of Behavioral Education, 17, 160–171.

    Article  Google Scholar 

  • *Bellipanni, K. D., Tingstrom, D. H., Olmi, D. J., & Roberts, D. S. (2013). The sequential introduction of positive antecedent and consequent components in a compliance training package with elementary students. Behavior Modification, 37, 768–789.

    Article  PubMed  Google Scholar 

  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., et al. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4–16.

    Article  Google Scholar 

  • Chambless, D. L., Baker, M. J., Baucom, D. H., Beutler, L. E., Calhoun, K. S., Crits-Christoph, P., et al. (1998). Update on empirically validated therapies, II. The Clinical Psychologist, 51, 3–16.

    Google Scholar 

  • Chambless, D. L., & Ollendick, T. H. (2001). Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685–716.

    Article  PubMed  Google Scholar 

  • Christophersen, E. R. (1986). Little people: A common sense guide to child rearing (3rd ed.). Kansas City, MO: Westport Publishers.

    Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

    Google Scholar 

  • *Cote, C. A., Thompson, R. H., & McKerchar, P. M. (2005). The effects of antecedent interventions and extinction on toddlers’ compliance during transitions. Journal of Applied Behavior Analysis, 38, 235–238.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Davis, C. A., Brady, M. P., Williams, R. E., & Hamilton, R. (1992). Effects of high-probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders. Journal of Applied Behavior Analysis, 25, 905–916.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Ducharme, J. M., Atkinson, L., & Poulton, L. (2000). Success-based, noncoercive treatment of oppositional behavior in children from violent homes. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 995–1004.

    Article  PubMed  Google Scholar 

  • *Ducharme, J. M., Atkinson, L., & Poulton, L. (2001). Errorless compliance training with physically abusive mothers: A single-case approach. Child Abuse and Neglect, 25, 855–868.

    Article  PubMed  Google Scholar 

  • *Ducharme, J. M., Di Padova, T., & Ashworth, M. (2010). Errorless compliance training to reduce extreme conduct problems and intrusive control strategies in home and school settings. Clinical Case Studies, 9, 167–180.

    Article  Google Scholar 

  • *Ducharme, J. M., & DiAdamo, C. (2005). An errorless approach to management of noncompliance in a special education setting. School Psychology Review, 34, 107–115.

    Google Scholar 

  • *Ducharme, J. M., & Drain, T. L. (2004). Errorless academic compliance training: Improving generalized cooperation with parental requests in children with autism. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 163–171.

    Article  PubMed  Google Scholar 

  • *Ducharme, J. M., & Ng, O. (2012). Errorless academic compliance training: A school-based application for young students with autism. Behavior Modification, 36, 650–669.

    Article  PubMed  Google Scholar 

  • *Ducharme, J. M., Pontes, E., Guger, S., Crozier, K., Lucas, H., & Popynick, M. (1994). Errorless compliance to parental requests II: Increasing clinical practicality through abbreviation of treatment parameters. Behavior Therapy, 25, 469–487.

    Article  Google Scholar 

  • *Ducharme, J. M., & Popynick, M. (1993). Errorless compliance to parental requests: Treatment effects and generalization. Behavior Therapy, 24, 2098–2226.

    Google Scholar 

  • *Ducharme, J. M., Popynick, M., Pontes, E., & Steele, S. (1996). Errorless compliance to parental requests III: Group parent training with parent observational data and long-term follow-up. Behavior Therapy, 27, 353–372.

    Article  Google Scholar 

  • *Ducharme, J. M., Sanjuan, E., & Drain, T. L. (2007). Errorless compliance training: Success-focused behavioral treatment of children with Asperger syndrome. Behavior Modification, 31, 329–344.

    Article  PubMed  Google Scholar 

  • Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom intervention: Keystone approaches for students with challenging behavior. School Psychology Review, 40, 257–274.

    Google Scholar 

  • *Ducharme, J. M., Spencer, T., Davidson, A., & Rushford, N. (2002). Errorless compliance training: Building a cooperative relationship between parents with brain injury and their oppositional children. American Journal of Orthopsychiatry, 72, 585–595.

    Article  PubMed  Google Scholar 

  • *Ducharme, J. M., & Worling, D. E. (1994). Behavioral momentum and stimulus fading in the acquisition and maintenance of child compliance in the home. Journal of Applied Behavior Analysis, 27, 639–647.

    Article  PubMed Central  PubMed  Google Scholar 

  • Eckert, T. L., Ardoin, S. P., Daly, E. J., & Martens, B. K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271–281.

    Article  PubMed Central  PubMed  Google Scholar 

  • Eisenstadt, T. H., Eyberg, S., McNeil, C. B., Newcomb, K., & Funderburk, B. (1993). Parent–child interaction therapy with behavior problem children: Relative effectiveness of two stages and overall treatment outcome. Journal of Clinical Child Psychology, 22, 42–51.

    Article  Google Scholar 

  • *Everett, G. E., Olmi, D. J., Edwards, R. P., & Tingstrom, D. H. (2005). The contributions of eye contact and contingent praise to effective instruction delivery in compliance training. Education and Treatment of Children, 28, 48–62.

    Google Scholar 

  • *Ford, A. D., Olmi, D. J., Edwards, R. P., & Tingstrom, D. H. (2001). The sequential introduction of compliance training components with elementary-aged children in general education classroom settings. School Psychology Quarterly, 16, 142–157.

    Article  Google Scholar 

  • Forehand, R. (1977). Child noncompliance to parental requests: Behavioral analysis and treatment. Progress in Behavior Modification, 5, 111–147.

    Article  Google Scholar 

  • Forehand, R., Sturgis, E. T., McMahon, R. J., Aguar, D., Green, K., Wells, K. C., & Breiner, J. (1979). Parent behavioral training to modify child noncompliance: Treatment generalization across time and from home to school. Behavior Modification, 3, 3–25.

    Article  Google Scholar 

  • Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review. Psychological Bulletin, 128, 539–579.

    Article  PubMed  Google Scholar 

  • *Goetz, E. M., Holmberg, M. C., & LeBlanc, J. M. (1975). Differential reinforcement of other behavior and noncontingent reinforcement as control procedures during the modification of a preschooler’s compliance. Journal of Applied Behavior Analysis, 8, 77–82.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Hamlet, C. C., Axelrod, S., & Kuerschner, S. (1984). Eye contact as an antecedent to compliant behavior. Journal of Applied Behavior Analysis, 17, 553–557.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Houlihan, D., Jacobson, L., & Brandon, P. K. (1994). Replication of a high-probability request sequence with varied interprompt times in a preschool setting. Journal of Applied Behavior Analysis, 27, 737–738.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Kennedy, C. H., Itkonen, T., & Lindquist, K. (1995). Comparing interspersed requests and social comments as antecedents for increasing student compliance. Journal of Applied Behavior Analysis, 28, 97–98.

    Article  PubMed Central  PubMed  Google Scholar 

  • Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65–75.

    Article  Google Scholar 

  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.

  • Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1998). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123–141.

    Article  Google Scholar 

  • *Mackay, S., McLaughlin, T. F., Weber, K., & Derby, K. M. (2001). The use of precision requests to decrease noncompliance in the home and neighborhood: A case study. Child & Family Behavior Therapy, 23, 41–50.

    Article  Google Scholar 

  • *Mandal, R. L., Olmi, D. J., Edwards, R. P., Tingstrom, D. H., & Benoit, D. A. (2000). Effective instruction delivery and time-in: Positive procedures for achieving child compliance. Child & Family Behavior Therapy, 22, 1–12.

    Article  Google Scholar 

  • *Marlow, A. G., Tingstrom, D. H., Olmi, D. J., & Edwards, R. P. (1997). The effects of classroom-based time-in/time-out on compliance rates in children with speech/language disabilities. Child & Family Behavior Therapy, 19, 1–15.

    Article  Google Scholar 

  • *Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34, 202–219.

    Google Scholar 

  • McMahon, R. J., & Forehand, R. L. (2003). Helping the noncompliant child: A clinician’s guide to effective parenting (2nd ed.). New York: Guilford.

    Google Scholar 

  • McMahon, R. J., & Forehand, R. L. (2005). Helping the noncompliant child: Family-based treatment for oppositional behavior. New York: Guilford.

    Google Scholar 

  • *Olmi, D. J., Sevier, R. C., & Nastasi, D. F. (1997). Time-in/time-out as a response to noncompliance and inappropriate behavior with children with developmental disabilities: Two case studies. Psychology in the Schools, 34, 31–39.

    Article  Google Scholar 

  • Owen, D. J., Slep, A. M., & Heyman, R. E. (2012). The effect of praise, positive nonverbal response, reprimand, and negative nonverbal response on child compliance: A systematic review. Clinical Child and Family Psychology Review, 15, 364–385.

    Article  PubMed  Google Scholar 

  • *Penrod, B., Gardella, L., & Fernand, J. (2012). An evaluation of a progressive high-probability instructional sequence combined with low-probability demand fading in the treatment of food selectivity. Journal of Applied Behavior Analysis, 45, 527–537.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30, 181–183.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Rames-LaPointe, J., Hixon, M. D., Niec, L. N., & Rhymer, K. N. (2014). Evaluation of errorless compliance training in a general education classroom. Behavioral Interventions, 29, 253–267.

    Google Scholar 

  • *Ray, K. P., Skinner, C. H., & Watson, T. S. (1999). Transferring stimulus control via momentum to increase compliance in a student with autism: A demonstration of collaborative consultation. School Psychology Review, 28, 622–628.

    Google Scholar 

  • *Roberts, D. S., Tingstrom, D. H., Olmi, D. J., & Bellipanni, K. D. (2008). Positive antecedent and consequent components in child compliance training. Behavior Modification, 32, 21–38.

    Article  Google Scholar 

  • *Rortvedt, A. K., & Miltenberger, R. G. (1994). Analysis of a high-probability instructional sequence and time-out in the treatment of child noncompliance. Journal of Applied Behavior Analysis, 27, 327–330.

    Article  PubMed Central  PubMed  Google Scholar 

  • Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer-mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20, 285–291.

    Article  PubMed Central  PubMed  Google Scholar 

  • Scarboro, M. E., & Forehand, R. (1975). Effects of two types of response-contingent time-out on compliance and oppositional behavior of children. Journal of Experimental Child Psychology, 19, 252–264.

    Article  PubMed  Google Scholar 

  • Schaffer, H. R., & Crook, C. K. (1980). Child compliance and maternal control techniques. Developmental Psychology, 16, 54–61.

    Article  Google Scholar 

  • *Schoen, S. F. (1985). Decreasing noncompliance in a severely handicapped child. Psychology in the Schools, 23, 88–94.

    Article  Google Scholar 

  • *Singer, G. H., Singer, J., & Horner, R. H. (1987). Using pretask requests to increase the probability of compliance for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 12, 287–291.

    Article  Google Scholar 

  • Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295–315.

    Google Scholar 

  • *Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers’ compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229–247.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Wilder, D. A., Allison, J., Nicholson, K., Abellon, O. E., & Saulnier, R. (2010). Further evaluation of antecedent interventions on compliance: The effects of rationales to increase compliance among preschoolers. Journal of Applied Behavior Analysis, 43, 601–613.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Wilder, D. A., Zonneveld, K., Harris, C., Marcus, A., & Reagan, R. (2007). Further analysis of antecedent interventions on preschoolers’ compliance. Journal of Applied Behavior Analysis, 40, 535–539.

    Article  PubMed Central  PubMed  Google Scholar 

  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.

    Article  PubMed Central  PubMed  Google Scholar 

  • *Zuluaga, C. A., & Normand, M. P. (2008). An evaluation of the high-probability instruction sequence with and without programmed reinforcement for compliance with high-probability instructions. Journal of Applied Behavior Analysis, 41, 453–457.

    Article  PubMed Central  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The University of Southern Mississippi, Hattiesburg, MS, USA

    Keith C. Radley & Evan H. Dart

Authors
  1. Keith C. Radley
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Evan H. Dart
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Keith C. Radley.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Radley, K.C., Dart, E.H. Antecedent Strategies to Promote Children’s and Adolescents’ Compliance with Adult Requests: A Review of the Literature. Clin Child Fam Psychol Rev 19, 39–54 (2016). https://doi.org/10.1007/s10567-015-0197-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10567-015-0197-3

Keywords

Search

Navigation