ERIC Number: EJ1294227
Record Type: Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8855
EISSN: N/A
Evaluation of the High-Probability Instructional Sequence to Increase Compliance with Multiple Low-Probability Instructions among Children with Autism
Rosales, Ma Krishna; Wilder, David A.; Montalvo, Melissa; Fagan, Benjamin
Journal of Applied Behavior Analysis, v54 n2 p760-769 Spr 2021
The high-probability (high-p) instructional sequence typically consists of the delivery of a series of high-p instructions immediately followed by the delivery of a low-probability (low-p) instruction and is a commonly used procedure to increase compliance among children with intellectual disabilities. In the current study, we used withdrawal designs to evaluate the use of the high-p sequence to increase compliance with a series of 2 or 3 low-p instructions among 3 children with autism. The sequence was moderately effective in increasing compliance with all low-p instructions for 2 participants. Compliance exhibited by the 3rd participant, for whom the high-p sequence was ineffective, increased when differential reinforcement was delivered. We discuss the utility of the high-p sequence to increase compliance with multiple instructions and the putative mechanisms responsible for the effects of the sequence.
Descriptors: Instructional Effectiveness, Sequential Approach, Compliance (Psychology), Probability, Reinforcement, Children, Autism, Pervasive Developmental Disorders
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A