Effective Limit Setting
“The Importance of being Clear, Predictable, and Positive”
HOME ACTIVITIES FOR THE WEEK
TO DO:
• DECREASE the number of commands you give to those that are most important.
• When necessary, GIVE POSITIVE AND SPECIFIC COMMANDS. Avoid using
question commands, “let’s” commands, negative commands, vague commands, and
chain commands.
• Monitor and record the frequency and type of commands you give at home for a 30minute period on the “Record Sheet: Commands” handout, and record the child’s
response to these commands.
• PRAISE your child every time he or she complies with a command.
• Use the Household Rules handout to establish some of the rules you think are most
important. Write these down on the household rules handout and bring the list to the
next meeting.
• CALL YOUR BUDDY from the group and talk about household rules.
READ: Handouts and review Chapter Four, Limit Setting, in The Incredible Years.
Caution: Remember to continue playing!
Program 3: Effective Limit Setting Part 1A
©Carolyn Webster-Stratton
Effective Limit Setting
“The Importance of being Clear, Predictable, and Positive”
HOME ACTIVITIES FOR THE WEEK
TO DO:
• DECREASE the number of commands you give to those that are most important.
• When necessary, GIVE POSITIVE AND SPECIFIC COMMANDS.
• PRAISE your child every time he or she complies with a command.
READ: Handouts and review Chapter Four, Limit Setting, in The Incredible Years.
Caution: Remember to continue playing!
Program 3: Effective Limit Setting Part 1B
©Carolyn Webster-Stratton
REFRIGERATOR NOTES
ABOUT LIMIT SETTING
• Don’t give unnecessary commands.
• Give one command at a time.
• Be realistic in your expectations and use ageappropriate commands.
• Use “do” commands.
• Make commands positive and polite.
• Don’t use “stop” commands.
• Give children ample opportunity to comply.
• Give warnings and helpful reminders.
• Don’t threaten children; use “when-then”
commands.
• Give children options whenever possible.
• Make commands short and to the point..
• Support your partner’s commands.
• Praise compliance or provide consequences
for noncompliance.
• Strike a balance between parent and child control.
• Encourage problem-solving with children.
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Clear Commands
“Walk slowly.”
“Please go to bed.”
“Keep your hands to yourself.”
“Tell your father about it.”
“Talk softly.”
“Keep the paint on the paper.”
“Play quietly.”
“Wash your hands.”
“Come home.”
“Set the table.”
“Color it black.”
“Make your bed.”
“Please put the clothes away.”
Unclear, Vague, or Negative Commands
“Let’s put away the toys.”
“Wouldn’t it be nice to go
to bed now?”
“Why don’t we go to bed now?”
“Hand me the bread, will you?”
“Don’t yell.”
“Be nice, be good, be careful!”
“Shut up.”
“Watch it.”
“Stop running.”
“Let’s don’t do that anymore.”
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Home Activities
Date
Time
Command/Warning
Child’s Response
Reward/Attend
for Compliance
RECORD SHEET: COMMANDS AND TIME OUT
“Reduce your commands to
the most important ones.”
Duration Chair Use of Room
Duration
HOUSEHOLD RULES
Some Examples:
1.
Bedtime is at 7:30 p.m.
2.
No hitting or teasing allowed.
3.
A seat belt must always be worn in the car.
4.
Bicycle riding is only allowed on the sidewalk, not in the street.
Your List of Household Rules:
1.
2.
3.
4.
Every home needs a limited number of “house rules.”
If the list gets too long, no one will remember the rules.
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
OUR HOUSEHOLD RULES
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Readings
Barkley, R.A. Defiant Children: A Clinician’s Manual for Parent Training. New York: Guilford
Press, 1987.
Baumrind, D. “Parental Disciplinary Patterns and Social Competence in Children.” Youth and
Society, 1978, 9, 239-276.
Blechman, E.A. “Competent Parents, Competent Children: Behavioral Objectives of Parent
Training.” In R.F. Dangel & R.A. Polster (Eds.), Behavioral Parent Training: Issues in Research
and Practice (pp. 34-66). New York: Guilford Press, 1984.
Blechman, E.A., & McEnroe, M.J. “Effective Family Problem Solving.” Child Development, 1985,
56, 429-437.
Cowen, R.J., Jones, F.H., & Bellack, A.S. “Grandma’s Rule with Group Contingencies: A CostEffective Means of Classroom Management.” Behavior Modification, 1979, 3, 397-418.
Dangel, R.F., & Polster, R.A. Parent Training. New York: Guilford Press, 1984.
Denicola, J., & Sandler, J. “Training Abusive Parents in Child Management and Self-Control
Skills.” Behavior Modification, 1980, 11, 263-270.
Doles, D.M., Wells, K.C., Hobbs, S.A., Roberts, M.W., & Cartelli, L.M. “The Effects of Social
Punishment on Noncompliance: A Comparison with Time Out and Positive Practice.” Journal
of Applied Behavior Analysis, 1976, 9, 471-482.
Forehand, R., & Scarboro, M.E. “An Analysis of Children’s Oppositional Behavior.” Journal of
Abnormal Child Psychology, 1975, 3, 27-31.
Forehand, R., Wells, K.C., & Sturgis, E.T. “Predictors of Child Noncompliant Behavior in the
Home.” Journal of Consulting and Clinical Psychology, 1978, 46, 179.
Forehand, R., & Peed, S. “Training Parents to Modify Noncompliant Behavior of Their Children.” In A.J Finch, Jr., & P.C. Kendall (Eds.), Treatment Research in Psychopathology. New
York: Spectrum, 1979.
Forehand, R.L., & McMahon, R.J. Helping the Noncompliant Child: A Clinician’s Guide to
Parent Training. New York: Guilford Press, 1981.
Gardner, H.L., Forehand, R., & Roberts, M. “Time-Out with Children: Effects of an Explanation
and Brief Parent Training on Child and Parent Behaviors.” Journal of Abnormal Child Psychology, 1976, 4, 277-288.
Hobbs, S.A., & Forehand, R. “Differential Effects of Contingent and Noncontingent Release
from Time Out on Noncompliance and Disruptive Behavior of Children.” Journal of Behavior
Therapy and Experimental Psychology, 1975, 6, 256-257.
Hobbs, S.A., Forehand, R., & Murray, R.G. “Effects of Various Durations of Time Out on the
Noncompliant Behavior of Children.” Behavior Therapy, 1978, 9, 652-656.
Kendrick, C. & Dunn, J. “Sibling Quarrels and Maternal Responses.” Developmental Psychology,
1983, 19, 62-70.
Landawer, T.K., Carlsmith, J.M., & Lepper, M. “Experimental Analysis of the Factors Determining Obedience of Four-Year-Old Children to Adult Females.” Child Development, 1970, 41,
601-611.
McMahon, R.J., Forehand, R., & Greist, D.L. “Effects of Knowledge of Social Learning Principles
on Enhancing Treatment Outcome and Generalization in a Parent Training Program.” Journal
of Consulting and Clinical Psychology, 1981, 49, 526-532.
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Patterson, G.R. Families. Champaign, IL: Research Press, 1975.
Patterson, G.R. A Social Learning Approach, Volume 3: Coercive Family Process. Eugene, OR:
Castalia Publishing Company, 1982.
Roberts, M.W., McMahon, R.J., Forehand, R., & Humphreys, L. “The Effect of Parental Instruction-Giving on Child Compliance.” Behavior Therapy, 1978, 9, 793-798.
Shure, M.B., & Spivack, G. Problem-Solving Techniques in Child Rearing. San Francisco: JosseyBass, 1978.
Wells, K., & Forehand, R. “Conduct Disorders.” In P. Bornstein & A. Kazdin (Eds.), Handbook of
Behavior Therapy with Children. Homewood, IL: Dorsey Press, 1985.
Program 3: Effective Limit Setting Part 1
©Carolyn Webster-Stratton
Effective Limit Setting and Ignoring
“Decreasing Annoying Misbehaviors”
HOME ACTIVITIES FOR THE WEEK
TO DO:
•
DECREASE the number of commands given to those that are most
important. Give a command only when you are prepared to follow through
with it.
•
•
•
IGNORE inappropriate responses to commands.
•
•
PRAISE your child for complying with commands.
•
Make a list of behaviors you would like to see less of on the Behavior Record
handout.
•
CALL YOUR BUDDY from the group and share ideas about Time Out.
AVOID ARGUING with your child about rules and commands.
USE A DISTRACTION or a diversion after you tell your child that he or she
cannot do something.
On the “Record Sheet: Commands” handout, write down some examples of
your commands, the way your child reacts, and the way you respond.
READ:
•
Handouts and Chapter Five, Ignore, in The Incredible Years.
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
REFRIGERATOR NOTES
ABOUT IGNORING
• Avoid eye contact and discussion while ignoring.
• Physically move away from your child but stay
in the room if possible.
• Be subtle in the way you ignore.
• Be prepared for testing.
• Be consistent.
• Return your attention as soon as misbehavior stops.
• Combine distractions with ignoring.
• Choose specific child behaviors to ignore and make
sure they are ones you can ignore.
• Limit the number of behaviors to systematically ignore.
• Give attention to your child’s positive behaviors.
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
Handout
RECORD SHEET: IGNORE AND PRAISE
Behavior Ignored
Child’s Response
e.g. Yelling
Monday ___________________________________________________________________________
Tuesday ___________________________________________________________________________
Wednesday _______________________________________________________________________
Thursday __________________________________________________________________________
Friday _____________________________________________________________________________
Saturday__________________________________________________________________________
Sunday ____________________________________________________________________________
Behavior Praised
Child’s Response
e.g. Talking Nicely
Monday ___________________________________________________________________________
Tuesday ___________________________________________________________________________
Wednesday _______________________________________________________________________
Thursday __________________________________________________________________________
Friday _____________________________________________________________________________
Saturday__________________________________________________________________________
Sunday ____________________________________________________________________________
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
5–5:30 p.m.
Time
Example of When/Then Command
“Put the toys away.”
Commands Given
Child puts toys away
Child’s Response
Home Activities
“Thank you for putting the toys away.”
Parent’s Response
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
2. What positive behaviors are you working on praising? ________________________________________________________________________
1. How many play sessions did you have this week? ____________________________________________________________________________
2nd Day
1st Day
Example
Date
RECORD SHEET: COMMANDS
“Reduce your commands to
the most important ones.”
Handout
BEHAVIOR RECORD
Behaviors I want to see less of:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
Readings
Barkley, R.A. Defiant Children: A Clinician’s Manual for Parent Training. New York: Guilford
Press, 1987.
Baumrind, D. “Parental Disciplinary Patterns and Social Competence in Children.” Youth and
Society, 1978, 9, 239-276.
Blechman, E.A. “Competent Parents, Competent Children: Behavioral Objectives of Parent
Training.” In R.F. Dangel & R.A. Polster (Eds.), Behavioral Parent Training: Issues in Research
and Practice (pp. 34-66). New York: Guilford Press, 1984.
Blechman, E.A., & McEnroe, M.J. “Effective Family Problem Solving.”
Child Development, 1985, 56, 429-437.
Cowen, R.J., Jones, F.H., & Bellack, A.S. “Grandma’s Rule with Group Contingencies:
A Cost-Effective Means of Classroom Management.” Behavior Modification, 1979, 3, 397-418.
Dangel, R.F., & Polster, R.A. Parent Training. New York: Guilford Press, 1984.
Denicola, J., & Sandler, J. Training Abusive Parents in Child Management and Self-Control Skills.
Behavior Therapy, 1980, 11, 263-270.
Doles, D.M., Wells, K.C., Hobbs, S.A., Roberts, M.W., & Cartelli, L.M. “The Effects of Social
Punishment on Noncompliance: A Comparison with Time Out and Positive Practice.” Journal
of Applied Behavior Analysis, 1976, 9, 471-482.
Forehand, R., & Scarboro, M.E. “An Analysis of Children’s Oppositional Behavior.”
Journal of Applied Behavior Analysis 1975, 3, 27-31.
Forehand, R., Wells, K.C., & Sturgis, E.T. “Predictors of Child Noncompliant Behavior in the
Home.” Journal of Consulting and Clinical Psychology, 1978, 46, 179.
Forehand, R., & Peed, S. “Training Parents to Modify Noncompliant Behavior of Their Children.” In A.J Finch, Jr., & P.C. Kendall (Eds.), Treatment Research in Psychopathology. New
York: Spectrum, 1979.
Forehand, R.L., & McMahon, R.J. Helping the Noncompliant Child: A Clinician’s Guide to
Parent Training. New York: Guilford Press, 1981.
Gardner, H.L., Forehand, R., & Roberts, M. “Time-Out with Children: Effects of an Explanation
and Brief Parent Training on Child and Parent Behaviors.” Journal of Abnormal Child Psychology, 1976, 4, 277-288.
Hobbs, S.A., & Forehand, R. “Differential Effects of Contingent and Noncontingent Release
from Time Out on Noncompliance and Disruptive Behavior of Children.” Journal of Behavior
Therapy and Experimental Psychology, 1975, 6, 256-257.
Hobbs, S.A., Forehand, R., & Murray, R.G. “Effects of Various Durations of Time Out on the
Noncompliant Behavior of Children.” Behavior Therapy, 1978, 9, 652-656.
Kendrick, C. & Dunn, J. “Sibling Quarrels and Maternal Responses.” Developmental Psychology, 1983, 19, 62-70.
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
Landawer, T.K., Carlsmith, J.M., & Lepper, M. “Experimental Analysis of the Factors Determining Obedience of Four-Year-Old Children to Adult Females.” Child Development, 1970, 41,
601-611.
McMahon, R.J., Forehand, R., & Greist, D.L. “Effects of Knowledge of Social Learning Principles
on Enhancing Treatment Outcome and Generalization in a Parent Training Program.” Journal
of Consulting and Clinical Psychology, 1981, 49, 526-532.
Patterson, G.R. Families. Champaign, IL: Research Press, 1975.
Patterson, G.R. A Social Learning Approach, Volume 3: Coercive Family Process. Eugene, OR:
Castalia Publishing Company, 1982.
Roberts, M.W., McMahon, R.J., Forehand, R., & Humphreys, L. “The Effect of Parental Instruction-Giving on Child Compliance.” Behavior Therapy, 1978, 9, 793-798.
Shure, M.B., & Spivack, G. Problem-Solving Techniques in Child Rearing. San Francisco: JosseyBass, 1978.
Wells, K., & Forehand, R. “Conduct Disorders.” In P. Bornstein & A. Kazdin (Eds.), Handbook of
Behavior Therapy with Children. Homewood, IL: Dorsey Press, 1985.
Program 3: Effective Limit Setting Part 2
©Carolyn Webster-Stratton
TIME OUT
“Discipline Strategies for Child Disobedience and
Hitting or Destructive Behaviors”
HOME ACTIVITIES FOR THE WEEK
TO DO:
•
CONTINUE DECREASING the number of commands given to those that
are most important. Give a command only when you are prepared to follow
through with it.
•
•
IGNORE inappropriate responses to commands.
•
PRAISE your child for complying with commands (or set up a reinforcement
program for compliance).
•
•
•
CHOOSE an appropriate and a safe place for Time Out.
•
Make a list of behaviors you would like to see less of on the Behavior Record
handout.
•
CALL YOUR BUDDY from the group and share ideas about Time Out.
AVOID ARGUING with your child about rules and commands. Attempt to
use a distraction or a diversion after you tell the child that he or she cannot do
something.
EXPLAIN to your child how Time Out will work and when it will be used
On the “Record Sheet: Commands and Time Out” handout, write down an
example of a situation when you used Time Out for noncompliance.
READ:
•
Handouts and Chapter Eleven, Controlling Upsetting Thoughts, in
The Incredible Years.
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton
REFRIGERATOR NOTES
ABOUT TIME OUT
• Be polite.
• Be prepared for testing.
• Monitor anger in order to avoid exploding
suddenly; give warnings.
• Give five-minute Time Outs with two minutes
of silence at the end.
• Carefully limit the number of behaviors
for which Time Out is used and use
consistently.
• Use Time Out consistently for chosen misbehaviors.
• Don’t threaten Time Out unless you’re prepared to follow through.
• Ignore child while in Time Out.
• Use nonviolent approaches such as loss of privileges as a back-up
to Time Out.
• Follow through with completing Time Out.
• Hold children responsible for cleaning messes in Time Out.
• Support a partner’s use of Time Out.
• Don’t rely exclusively on Time Out—combine with other discipline techniques, such as, ignoring, logical consequences and problem-solving.
• Expect repeated learning trials.
• Build up bank account with praise, love and support.
• Use personal Time Out to relax and refuel energy.
• Use Time Out for destructive behaviors and times when your child's misbehavior cannot be ignored. Start by choosing just one behavior to work on.
When that behavior is no longer a problem, choose another behavior to
work on.
• Give immediate Time Out for hitting and destructive acts, however for noncompliance one warning may be given.
• Ignore inapproprate behaviors such as screaming, whining teasing, arguing,
swearing and tantrums.
• Praise positive behavior as often as possible.
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton
Home Activities
Date
Time
Command/Warning
Child’s Response
Reward/Attend
for Compliance
RECORD SHEET: COMMANDS AND TIME OUT
“Reduce your commands to
the most important ones.”
Duration Chair Use of Room
Duration
Handout
BEHAVIOR RECORD
Behaviors I want to see more of:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
Behaviors I want to see less of:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton
Scenario #1
Positive and Negative
Reinforcement Traps
(Parent Request)
"Put your toys away."
(Wait
5 seconds.)
(Parent)
(Child)
"Don't you talk
to me like that!"
"No, I won't.
You can't make me."
(Child)
"You butt-head."
(and grudgingly puts away toys)
Program 3: Effective Limit Setting Part 3
(Parent Threat)
"If you don't put your toys away
now, you'll get a spanking."
©Carolyn Webster-Stratton
Scenario #2
Positive and Negative
Reinforcement Traps
(Parent Request)
"Put your toys away."
(Child)
"No, I won't.
You can't make me."
Child continues to play.
(Parent Withdraws)
(Think to self, "I don't
want a scene.")
"Well, okay. Leave them
there then; I don't care."
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton
Scenario #3
Positive and Negative
Reinforcement Traps
(Parent Request)
"Put your toys away."
(Parent)
(Child)
"Please put them away; it will
make Grandma happy."
"No, I won't.
You can't make me."
(Child)
"Oh, Grandma doesn't care;
they're fine here."
Program 3: Effective Limit Setting Part 3
(Parent Explains)
"Come on now, Grandma is
coming over, and she likes the
living room to look tidy."
©Carolyn Webster-Stratton
Scenario #4
Positive and Negative
Reinforcement Traps
(Parent)
"Come to dinner,
please."
(Parent)
(Child)
"Want some cereal?"
"What's for dinner?"
(Child)
"Yuck, I hate meatloaf.
I won't eat it."
Program 3: Effective Limit Setting Part 3
(Parent)
"Meatloaf."
©Carolyn Webster-Stratton
Program 3: Effective Limit Setting Part 3
Child Goes to Time Out
Parent Adds on Time
"That's 6 minutes."
Child Refuses to
Go to Time Out
Parent Follow-Through
"Please go to Time Out."
Child Completes
Time Out
(5 minutes)
Parent Repeats
Request
Child Continues
to Stall/Argue/
Refuse
(Parent adds one
minute at a time.)
(5 seconds)
Child Complies
Parent
"That's 9 minutes. If you don't go to
Time Out, you will lose TV tonight."
Child Goes
to Time Out
Parent Warning
"If you don't ..., then
you'll go to Time Out."
Child Refuses
(5 seconds)
Child Refuses
and Loses TV
Child Continues
to Refuse
Clear, Polite,
Positive Request
(Parent)
Parent Praises
"That's great for …"
"You made a good
choice."
Avoiding Traps and Ending Power Struggles
©Carolyn Webster-Stratton
Readings
Barkley, R.A. Defiant Children: A Clinician’s Manual for Parent Training. New York: Guilford Press, 1987.
Baumrind, D. “Parental Disciplinary Patterns and Social Competence in Children.” Youth and Society,
1978, 9, 239-276.
Blechman, E.A. “Competent Parents, Competent Children: Behavioral Objectives of Parent Training.” In
R.F. Dangel & R.A. Polster (Eds.), Behavioral Parent Training: Issues in Research and Practice (pp. 3466). New York: Guilford Press, 1984.
Blechman, E.A., & McEnroe, M.J. “Effective Family Problem Solving.” Child Development,
1985, 56, 429-437.
Cowen, R.J., Jones, F.H., & Bellack, A.S. “Grandma’s Rule with Group Contingencies: A Cost-Effective
Means of Classroom Management.” Behavior Modification, 1979, 3, 397-418.
Dangel, R.F., & Polster, R.A. Parent Training. New York: Guilford Press, 1984.
Denicola, J., & Sandler, J. “Training Abusive Parents in Child Management and Self-Control Skills.”
Behavior Therapy, 1980, 11, 263-270.
Doles, D.M., Wells, K.C., Hobbs, S.A., Roberts, M.W., & Cartelli, L.M. “The Effects of Social Punishment
on Noncompliance: A Comparison with Time Out and Positive Practice.” Journal of Applied Behavior
Analysis, 1976, 9, 471-482.
Forehand, R., & Scarboro, M.E. “An Analysis of Children’s Oppositional Behavior.” Journal of Abnormal
Child Psychology, 1975, 3, 27-31.
Forehand, R., Wells, K.C., & Sturgis, E.T. “Predictors of Child Noncompliant Behavior in the Home.”
Journal of Consulting and Clinical Psychology, 1978, 46, 179.
Forehand, R., & Peed, S. “Training Parents to Modify Noncompliant Behavior of Their Children.” In A.J
Finch, Jr., & P.C. Kendall (Eds.), Treatment Research in Psychopathology. New York: Spectrum, 1979.
Forehand, R.L., & McMahon, R.J. Helping the Noncompliant Child: A Clinician’s Guide to Parent
Training. New York: Guilford Press, 1981.
Gardner, H.L., Forehand, R., & Roberts, M. “Time-Out with Children: Effects of an Explanation and Brief
Parent Training on Child and Parent Behaviors.” Journal of Abnormal Child Psychology, 1976, 4,
277-288.
Hobbs, S.A., & Forehand, R. “Differential Effects of Contingent and Noncontingent Release from Time
Out on Noncompliance and Disruptive Behavior of Children.” Journal of Behavior Therapy and Experimental Psychology, 1975, 6, 256-257.
Hobbs, S.A., Forehand, R., & Murray, R.G. “Effects of Various Durations of Time Out on the Noncompliant Behavior of Children.” Behavior Therapy, 1978, 9, 652-656.
Kendrick, C. & Dunn, J. “Sibling Quarrels and Maternal Responses.” Developmental Psychology,
1983, 19, 62-70.
Landawer, T.K., Carlsmith, J.M., & Lepper, M. “Experimental Analysis of the Factors Determining Obedience of Four-Year-Old Children to Adult Females.” Child Development, 1970, 41, 601-611.
McMahon, R.J., Forehand, R., & Greist, D.L. “Effects of Knowledge of Social Learning Principles on
Enhancing Treatment Outcome and Generalization in a Parent Training Program.” Journal of Consulting and Clinical Psychology, 1981, 49, 526-532.
Patterson, G.R. Families. Champaign, IL: Research Press, 1975.
Patterson, G.R. A Social Learning Approach, Volume 3: Coercive Family Process. Eugene, OR: Castalia
Publishing Company, 1982.
Roberts, M.W., McMahon, R.J., Forehand, R., & Humphreys, L. “The Effect of Parental Instruction-Giving
on Child Compliance.” Behavior Therapy, 1978, 9, 793-798.
Shure, M.B., & Spivack, G. Problem-Solving Techniques in Child Rearing. San Francisco: Jossey-Bass,
1978.
Wells, K., & Forehand, R. “Conduct Disorders.” In P. Bornstein & A. Kazdin (Eds.), Handbook of Behavior
Therapy with Children. Homewood, IL: Dorsey Press, 1985.
Program 3: Effective Limit Setting Part 3
©Carolyn Webster-Stratton