THE EFFECTS OF A HIGH‐PROBABILITY INSTRUCTION SEQUENCE AND RESPONSE‐INDEPENDENT REINFORCER DELIVERY ON CHILD COMPLIANCE

Chrystin Bullock · Matthew P. Normand

33 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Psychology of Social Influence Child Nutrition and Feeding Issues

Abstract

We compared the effects of a high-probability (high-p) instruction sequence and a fixed-time (FT) schedule of reinforcement on the compliance of 2 typically developing children. A multielement experimental design with a reversal component was implemented according to a multiple baseline across participants arrangement. Both the high-p and FT conditions resulted in increased compliance for both participants during the multielement sessions. These results suggest that it may be possible to increase compliance without a response requirement of the type arranged in the high-p instruction sequence.

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References

2000EVALUATION OF A BRIEF MULTIPLE‐STIMULUS PREFERENCE ASSESSMENT IN A NATURALISTIC CONTEXT 1988BEHAVIORAL MOMENTUM IN THE TREATMENT OF NONCOMPLIANCE 1990ALTERNATIVE REINFORCEMENT INCREASES RESISTANCE TO CHANGE: PAVLOVIAN OR OPERANT CONTINGENCIES?1976Stimulus control of self-destructive behavior in a psychotic child 1999COMPETITION BETWEEN POSITIVE AND NEGATIVE REINFORCEMENT IN THE TREATMENT OF ESCAPE BEHAVIOR 1990BEHAVIORAL MOMENTUM IN THE TREATMENT OF ESCAPE‐MOTIVATED STEREOTYPY 1996THE MOMENTUM OF COMPLIANCE 1995COMPARING INTERSPERSED REQUESTS AND SOCIAL COMMENTS AS ANTECEDENTS FOR INCREASING STUDENT COMPLIANCE

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2012A Comparison of Two Variations of the High-Probability Instructional Sequence with a Child with Autism 2010Evidence-Based Treatment of Behavioral Excesses and Deficits for Individuals with Autism Spectrum Disorders

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