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Interobserver agreement data were collected for 34% of sessions. Percentage of compliance was calculated by dividing the frequency of task compliance by the frequency of tasks presentations and multiplying by 100%. Observers collected data on the frequency of task compliance and task presentation using a computer-based data-collection program. Task presentation was scored at the initiation of a prompting hierarchy, not the initiation of each separate prompt. Compliance was defined as completion of the task within 5 s of a vocal or modeled prompt and prior to a physical prompt. Throwing away trash was selected as the target task for this evaluation based on a review of Nate's existing self-help goals and because the response could be physically guided. Response Measurement and Interobserver Agreement Thus, the current study evaluated the separate and combined effects of positive and negative reinforcement on task compliance. In addition, the existing research has not evaluated the relative effects of positive and negative reinforcement alone versus in combination. However, little research has evaluated the effects of negative and positive reinforcement on compliance independent of treating destructive behavior. Positive reinforcement alone ( DeLeon, Neidert, Anders, & Rodriguez-Catter, 2001 Lalli et al., 1999) or in combination with negative reinforcement ( Kodak, Lerman, Volkert, & Trosclair, 2007 Piazza et al., 1997) has been demonstrated to be effective for increasing compliance while resulting in reduced levels of destructive behavior.
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Given the potential adverse impact of noncompliance, interventions for increasing compliance are warranted. Lack of consistent compliance (i.e., noncompliance) can lead to significant deficits in skill development (e.g., self-help skills), negatively affect family life and parental stress levels ( Wierson & Forehand, 1994), and lead to more severe behavior problems (e.g., delinquency, aggression Merchant, Young, & West, 2004). Teachers consider compliance to be a critical skill for success in a classroom ( Walker, 1986).