The present study investigated the sequential introduction of a compliance training package based on the Compliance Training for Children (CTC) Model developed in the School Psychology Program at The University of Southern Mississippi. Participants were three deaf students in the classroom setting who were referred by their teachers for exhibiting noncompliance. The teachers in this study were also deaf. A nonconcurrent multiple baseline across participants design was used to assess the effectiveness of Effective Instruction Delivery (EID), EID with contingent praise for compliance, and EID with contingent praise for compliance and time-out contingent on noncompliance. One participant reached 100% compliance with the introduction of EID alone. The other two participants reached 100% compliance with the introduction of EID plus contingent praise and time-out, although time-out was never implemented. Findings indicate that the use of these compliance training procedures may be applied to individuals with hearing impairments or deafness to increase compliance. Potential limi tations and directions for future research are discussed.
","abstract_html":"<p>The present study investigated the sequential introduction of a compliance training package based on the Compliance Training for Children (CTC) Model developed in the School Psychology Program at The University of Southern Mississippi. Participants were three deaf students in the classroom setting who were referred by their teachers for exhibiting noncompliance. The teachers in this study were also deaf. A nonconcurrent multiple baseline across participants design was used to assess the effectiveness of Effective Instruction Delivery (EID), EID with contingent praise for compliance, and EID with contingent praise for compliance and time-out contingent on noncompliance. One participant reached 100% compliance with the introduction of EID alone. The other two participants reached 100% compliance with the introduction of EID plus contingent praise and time-out, although time-out was never implemented. Findings indicate that the use of these compliance training procedures may be applied to individuals with hearing impairments or deafness to increase compliance. Potential limi tations and directions for future research are discussed.</p>","abstract_has_math":false,"creators":["Needelman, Laura Lynne"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Joe Olmi","Brad Dufrene","Daniel Tingstrom"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-01T07:00:00Z","date_published":"2010-08-01T07:00:00Z","updated_at":"2026-07-24T05:45:12Z","subjects":["Psychology","School Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/616","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joe Olmi","Brad Dufrene","Daniel Tingstrom"]},{"key":"dc:creator","label":"Author","values":["Needelman, Laura Lynne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","School Psychology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/616"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study investigated the sequential introduction of a compliance training package based on the Compliance Training for Children (CTC) Model developed in the School Psychology Program at The University of Southern Mississippi. Participants were three deaf students in the classroom setting who were referred by their teachers for exhibiting noncompliance. The teachers in this study were also deaf. A nonconcurrent multiple baseline across participants design was used to assess the effectiveness of Effective Instruction Delivery (EID), EID with contingent praise for compliance, and EID with contingent praise for compliance and time-out contingent on noncompliance. One participant reached 100% compliance with the introduction of EID alone. The other two participants reached 100% compliance with the introduction of EID plus contingent praise and time-out, although time-out was never implemented. Findings indicate that the use of these compliance training procedures may be applied to individuals with hearing impairments or deafness to increase compliance. Potential limi tations and directions for future research are discussed.
"]},{"key":"dc:title","label":"Title","values":["The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting"]}]}],"canonical_facts":{"dc:contributor":["Joe Olmi","Brad Dufrene","Daniel Tingstrom"],"dc:creator":["Needelman, Laura Lynne"],"dc:date.available":["2019-01-15T08:00:00Z"],"dc:description.abstract":["The present study investigated the sequential introduction of a compliance training package based on the Compliance Training for Children (CTC) Model developed in the School Psychology Program at The University of Southern Mississippi. Participants were three deaf students in the classroom setting who were referred by their teachers for exhibiting noncompliance. The teachers in this study were also deaf. A nonconcurrent multiple baseline across participants design was used to assess the effectiveness of Effective Instruction Delivery (EID), EID with contingent praise for compliance, and EID with contingent praise for compliance and time-out contingent on noncompliance. One participant reached 100% compliance with the introduction of EID alone. The other two participants reached 100% compliance with the introduction of EID plus contingent praise and time-out, although time-out was never implemented. Findings indicate that the use of these compliance training procedures may be applied to individuals with hearing impairments or deafness to increase compliance. Potential limi tations and directions for future research are discussed.
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