{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T01:00:06Z","timestamp":1779152406413,"version":"3.51.4"},"reference-count":28,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":10956,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[1983,3]]},"abstract":"<jats:p>Two experiments are reported in which the relationship between compliance with \u201cdo\u201d and \u201cdon't\u201d requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted \u201cdo\u201d request, (c) reinforcement for compliance with one targeted \u201cdon't\u201d request, and (d) follow\u2010up with reinforcement on a variable ratio schedule for compliance with any \u201cdo\u201d or \u201cdon't\u201d request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (\u201cdo\u201d or \u201cdon't\u201d). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one \u201cdo\u201d and subsequently with one \u201cdon't\u201d request of a target student. Results of multiple baseline probes across \u201cdo\u201d and \u201cdon't\u201d requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.<\/jats:p>","DOI":"10.1901\/jaba.1983.16-81","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"81-99","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":71,"title":["THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH \u201cDO\u201d AND \u201cDON'T\u201d REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION"],"prefix":"10.1002","volume":"16","author":[{"given":"Nancy A.","family":"Neef","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michael S.","family":"Shafer","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Andrew L.","family":"Egel","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michael F.","family":"Cataldo","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"John M.","family":"Parrish","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_1_2_2","volume-title":"Compliance and noncompliance in young children","author":"Johansson S.","year":"1971"},{"key":"e_1_2_1_2_2_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1968.1-91"},{"key":"e_1_2_1_2_3_1","volume-title":"Research methods in applied behavior analysis","author":"Bailey J. 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