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.
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