Evaluation of the High-Probability Instructional Sequence to Increase Compliance with Multiple Low-Probability Instructions among Children with Autism

Autor/inn/en	Rosales, Ma Krishna; Wilder, David A.; Montalvo, Melissa; Fagan, Benjamin
Titel	Evaluation of the High-Probability Instructional Sequence to Increase Compliance with Multiple Low-Probability Instructions among Children with Autism
Quelle	In: Journal of Applied Behavior Analysis, 54 (2021) 2, S.760-769 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.787
Schlagwörter	Instructional Effectiveness; Sequential Approach; Compliance (Psychology); Probability; Reinforcement; Children; Autism; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Schrittfolge; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Positive Verstärkung; Child; Kind; Kinder; Autismus
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01