The Effects of Different Number of Warnings with Time-Out on Child Compliance to Parental Instructions

Abstract

Previous research has shown that time-out procedures can have a positive influence on compliance. The effect of giving a warning prior to a time-out has also been investigated with results showing that in the short run compliance improves when warnings are given; however, in the long run, compliance is better when warnings are not given. The current study examined whether similar results are found if multiple warnings are given before a time-out. The participants were children with a history of noncompliance, and a diagnosis of autism spectrum disorder (n = 3). Parents implemented the procedure and received pre-training and post session feedback. We found that percentage compliance to initial instruction was highest in the no warning condition compared to the one warning and multiple warning conditions. We also found that overall compliance was higher than compliance to initial instruction in the two warning conditions. The results of this study will benefit parents as they gain an understanding of the factors that influence compliance, which they can then implement in home or community.

Discipline: Psychology (Honours)

Faculty Mentor: Dr. Russ Powell