THE EFFECTS OF ADVANCE NOTICE ON TRANSITIONS IN PRESCHOOL STUDENTS WITH DEVELOPMENTAL DISABILITIES

Abstract

Advance notice, a warning of an upcoming demand or transition, is a common antecedent intervention used to reduce problem behavior and to increase compliance in educational settings. However, research conducted in the past decade has failed to uphold the efficacy of advance notice with either typically developing or developmentally disabled children. This study analyzed the frequency of noncompliance and problem behavior associated with transitions in two preschool children diagnosed with Autism Spectrum Disorder by applying advance notice, guided compliance and social praise, and advance notice combined with guided compliance and social praise during consecutive treatment phases. Compliance increased for all participants during phases including an advance notice component; however, problem behaviors increased as well, suggesting that while advance notice may increase compliance for some learners, it may also occasion problem behaviors.