Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?

Autor/in	Maag, John W.
Titel	Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?
Quelle	In: Journal of Education and Learning, 9 (2020) 2, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Probability; Sequential Approach; Intervention; Compliance (Psychology); Behavior Problems; Student Behavior; Program Implementation; Persistence; Positive Reinforcement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schrittfolge; Student behaviour; Schülerverhalten; Ausdauer; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	High probability request (high-"p") sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any teacher to implement as compared to developing a token economy, behavioral contract, or conducting a functional behavioral assessment which are intensive and require expertise in applied behavior analysis. However, high-"p" request sequences may not be as low-intensity as has been depicted. There are several subtleties for implementing them effectively that teachers would not automatically understand. Also, an examination of the research may raise concerns how well this intervention translates into practice. The purpose of this articles is to provide foundational and theoretical information that is often overlooked when researching and implementing high-"p" request sequences, describe different techniques for building behavioral momentum, address issues translating research into practice, discuss problems in following published implementation steps, and offering an alternative approach for engendering student compliance. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01