Compliance is theoretically conceptualized as a skill that is developed along a learning gradient. This review characterizes the phases of compliance, and details research on behavior-management strategies that have been endeavored at each phase. The implications of these findings are considered, and cautions and considerations of discrete strategies are suggested. Differential approaches that are efficacious and pragmatic for establishing or enhancing compliance in varying populations, ranging from the nonhandicapped to the severely and profoundly handicapped, are proposed.
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