EYE CONTACT AS AN ANTECEDENT TO COMPLIANT BEHAVIOR

Carolynn C. Hamlet · Saul Axelrod · Steven Kuerschner

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Communication in Education and Healthcare

Abstract

Many experimenters and practitioners regard eye contact between instructor and learner as a facilitator, if not a prerequisite, to the effective instruction of sighted people. Without scientifically supporting the practice of demanding eye contact, experimenters, nonetheless, advocate its use and offer a variety of procedures to promote its acquisition. To justify the widespread use of demanded eye contact and to explain its role functionally, one experiment and data from six replications with nine subjects are presented. The primary experiment provides an empirical base for the training of eye contact prior to instruction. In a multiple-baseline design across two students demanded eye contact resulted in levels of compliance that were double and triple those of baseline. A tentative functional analysis of demanded eye contact is presented, followed by a discussion of the relationship of eye contact to attending.

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1954Science and Human Behavior.1967Establishing functional speech in echolalic children 1975Teaching language to nonverbal children-with emphasis on problems of generalization.1963USE OF THE PREMACK PRINCIPLE IN CONTROLLING THE BEHAVIOR OF NURSERY SCHOOL CHILDREN 1970THE EFFECTS OF TEACHER ATTENTION ON FOLLOWING INSTRUCTIONS IN A KINDERGARTEN CLASS1 1977ATTENTION TRAINING: THE USE OF OVERCORRECTION AVOIDANCE TO INCREASE THE EYE CONTACT OF AUTISTIC AND RETARDED CHILDREN 1983THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH “DO” AND “DON'T” REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION

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