ASSESSING THE CONTRIBUTIONS OF PROXIMITY TO EFFECTIVE INSTRUCTION DELIVERY

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2023

Author dc:creator

• Ross, Kenneth

Contributors dc:contributor

• Emily R. DeFouw, Ph.D., BCBA
• D. Joe Olmi, Ph.D.
• Michael Mong, Ph.D.

• Child Compliance
• Behavior Intervention
• Proximity Classroom
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/996

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2057