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

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References

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EFFECTS OF HIGH‐PROBABILITY REQUESTS ON THE LATENCY TO INITIATE ACADEMIC TASKS

70 cited

2015Antecedent Strategies to Promote Children’s and Adolescents’ Compliance with Adult Requests: A Review of the Literature60 cited

2006Evaluation of a guided compliance procedure to reduce noncompliance among preschool children57 cited

2016Using behavioral skills training to teach parents to implement three-step prompting: A component analysis and generalization assessment55 cited

2006Facilitating Transitions Between and Within Academic Tasks51 cited

2007Using a High Probability Command Sequence to Increase Classroom Compliance: The Role of Behavioral Momentum50 cited

2009APPLIED IMPLICATIONS OF REINFORCEMENT HISTORY EFFECTS47 cited

2001The sequential introduction of compliance training components with elementary-aged children in general education classroom settings.44 cited

2011INCREASING COMPLIANCE WITH MEDICAL EXAMINATION REQUESTS DIRECTED TO CHILDREN WITH AUTISM: EFFECTS OF A HIGH‐PROBABILITY REQUEST PROCEDURE42 cited

2012Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students41 cited

2004Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity41 cited

2005Helping Young Children Follow Their Teachers' Directions: The Utility of High Probability Command Sequences in Pre-K and Kindergarten Classrooms.41 cited

2006The Effects of a High-Probability Request Sequencing Technique in Enhancing Transition Behaviors.39 cited

2005Increasing Compliance: A Quantitative Synthesis of Applied Research on High-Probability Request Sequences39 cited

2002Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice38 cited

2015Further evaluation of the high‐probability instructional sequence with and without programmed reinforcement33 cited