Effective instruction delivery (EID) is a component of the Compliance Training for Children (CTC) Model developed by D. Joe Olmi from the School Psychology program at the University of Southern Mississippi that is designed to increase childhood compliance to adult-delivered directives. EID has been observed to be an effective strategy for increasing compliance in children (Bellipanni et al., 2013; Derieux, 2021; Ford et al., 2001; Griffin, 2007; Wimberly, 2016). Additionally, the contributions of the individual components of EID, such as demanded eye contact (Everett et al., 2005; Faciane, 2004) and contingent praise (Everett et al., 2005), have been investigated over time regarding their contribution to the EID procedure. Proximity to the child is another component of the EID procedure that needs further research. The current study used a nonconcurrent multiple baseline design to assess the contributions of proximity to EID on child compliance across four students in general education classrooms. Results showed that EID with close proximity (i.e., within 3 ft) and distant proximity (i.e., 5 ft or more) increased levels of compliance to teacher instruction and academically engaged behavior and decreased disruptive behavior from baseline levels. Implications for applied practice and research are discussed. Additionally, limitations of the current study are offered.
","abstract_html":"<p>Effective instruction delivery (EID) is a component of the Compliance Training for Children (CTC) Model developed by D. Joe Olmi from the School Psychology program at the University of Southern Mississippi that is designed to increase childhood compliance to adult-delivered directives. EID has been observed to be an effective strategy for increasing compliance in children (Bellipanni et al., 2013; Derieux, 2021; Ford et al., 2001; Griffin, 2007; Wimberly, 2016). Additionally, the contributions of the individual components of EID, such as demanded eye contact (Everett et al., 2005; Faciane, 2004) and contingent praise (Everett et al., 2005), have been investigated over time regarding their contribution to the EID procedure. Proximity to the child is another component of the EID procedure that needs further research. The current study used a nonconcurrent multiple baseline design to assess the contributions of proximity to EID on child compliance across four students in general education classrooms. Results showed that EID with close proximity (i.e., within 3 ft) and distant proximity (i.e., 5 ft or more) increased levels of compliance to teacher instruction and academically engaged behavior and decreased disruptive behavior from baseline levels. Implications for applied practice and research are discussed. Additionally, limitations of the current study are offered.</p>","abstract_has_math":false,"creators":["Ross, Kenneth"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Michael Mong, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["Child Compliance","Behavior Intervention","Proximity Classroom","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/996","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Michael Mong, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Ross, Kenneth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-01-01T08:00:00Z"]},{"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":["Child Compliance","Behavior Intervention","Proximity Classroom","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/996"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Effective instruction delivery (EID) is a component of the Compliance Training for Children (CTC) Model developed by D. Joe Olmi from the School Psychology program at the University of Southern Mississippi that is designed to increase childhood compliance to adult-delivered directives. EID has been observed to be an effective strategy for increasing compliance in children (Bellipanni et al., 2013; Derieux, 2021; Ford et al., 2001; Griffin, 2007; Wimberly, 2016). Additionally, the contributions of the individual components of EID, such as demanded eye contact (Everett et al., 2005; Faciane, 2004) and contingent praise (Everett et al., 2005), have been investigated over time regarding their contribution to the EID procedure. Proximity to the child is another component of the EID procedure that needs further research. The current study used a nonconcurrent multiple baseline design to assess the contributions of proximity to EID on child compliance across four students in general education classrooms. Results showed that EID with close proximity (i.e., within 3 ft) and distant proximity (i.e., 5 ft or more) increased levels of compliance to teacher instruction and academically engaged behavior and decreased disruptive behavior from baseline levels. Implications for applied practice and research are discussed. Additionally, limitations of the current study are offered.
"]},{"key":"dc:title","label":"Title","values":["ASSESSING THE CONTRIBUTIONS OF PROXIMITY TO EFFECTIVE INSTRUCTION DELIVERY"]}]}],"canonical_facts":{"dc:contributor":["Emily R. DeFouw, Ph.D., BCBA","D. Joe Olmi, Ph.D.","Michael Mong, Ph.D."],"dc:creator":["Ross, Kenneth"],"dc:date.available":["2023-01-01T08:00:00Z"],"dc:description.abstract":["Effective instruction delivery (EID) is a component of the Compliance Training for Children (CTC) Model developed by D. Joe Olmi from the School Psychology program at the University of Southern Mississippi that is designed to increase childhood compliance to adult-delivered directives. EID has been observed to be an effective strategy for increasing compliance in children (Bellipanni et al., 2013; Derieux, 2021; Ford et al., 2001; Griffin, 2007; Wimberly, 2016). Additionally, the contributions of the individual components of EID, such as demanded eye contact (Everett et al., 2005; Faciane, 2004) and contingent praise (Everett et al., 2005), have been investigated over time regarding their contribution to the EID procedure. Proximity to the child is another component of the EID procedure that needs further research. The current study used a nonconcurrent multiple baseline design to assess the contributions of proximity to EID on child compliance across four students in general education classrooms. Results showed that EID with close proximity (i.e., within 3 ft) and distant proximity (i.e., 5 ft or more) increased levels of compliance to teacher instruction and academically engaged behavior and decreased disruptive behavior from baseline levels. Implications for applied practice and research are discussed. Additionally, limitations of the current study are offered.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/996"],"dc:subject":["Child Compliance","Behavior Intervention","Proximity Classroom","School Psychology"],"dc:title":["ASSESSING THE CONTRIBUTIONS OF PROXIMITY TO EFFECTIVE INSTRUCTION DELIVERY"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}