This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers\u27 instructions in students for whom manipulation of conventional antecedent stimuli and consequences {Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors, as well as the relationship between compliance and qualitatively good and qualitatively poor instructions, was also investigated. Those relationships were found to exist, but they were not as strong as had been reported in earlier studies. Generalization of participants\u27 compliance with qualitatively good instructions across school staff occurred. With the exception of one participant, increases in compliance with qualitatively good instructions were maintained for up to eight weeks. Limitations of the present study and suggestions for future research are presented
