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Stability of situational non-compliance in ADHD children in two school classroom settings

Department of Education, 2082 Berkeley Place, University of California, Irvine, CA.

R. A. Kotkin

J. M. Swanson

F. Miller

University of California, Irvine.

In an elementary school behavior modification program in a child development center, an observational study was conducted of 27 Attention-Deficit/Hyperactive children's non-compliant behavior in two school classroom settings during a 1-month period. Non-compliant behavior was recorded when children failed to follow a teacher's direction or correction. Both the daily frequencies of teachers' directions/corrections that created opportunities for non-compliance (p < .001) and the frequencies of children's non-compliance (p < .001) were significantly correlated in the two environments. Opportunities for non-compliance (p <.03) and incidents of non-compliance (p <.005) were significantly higher in the social skills classroom than in the academic classroom. It was concluded that non-compliance is a stable behavior, and this conclusion has implications for the design and assessment of social skills training programs that target compliance.

Journal of Attention Disorders, Vol. 3, No. 1, 5-12 (1999)
DOI: 10.1177/108705479900300101


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