USING HIGH‐PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS

Abstract

Making efficient transitions from one instructional activity to another has been shown to increase academic learning time and therefore student achievement. Because compliance with teacher instructions is a prerequisite for efficient transitions, we sought to determine if high‐probability (high‐p) instruction sequences issued by a classroom teacher would increase student compliance and decrease latency to comply during transitions. Three children in a regular second‐grade classroom participated. Each day at the beginning of morning calendar time, the teacher issued five instructions to the class as a group while compliance data were recorded for the 3 target students. Following baseline, a multielement design was used to examine the effects of the high‐p instruction sequence. We then systematically faded the number of instructions included in the high‐p sequence as a means of transferring stimulus control to low‐probability instructions. The procedure was effective for 2 of the 3 participants, and the results were maintained at 2‐and 3‐week follow‐up. The implications of these findings for group applications of the high‐p instruction sequence in regular education classrooms are discussed.

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