Increasing Compliance: A Quantitative Synthesis of Applied Research on High-Probability Request Sequences

Application of the percentage of non-overlapping data (PND) in systematic reviews and meta-analyses: A systematic review of reporting characteristics

“…In terms of generalization designs, only 4/21 systematic reviews that applied PND to generalization effectiveness offered a generic convention for its calculation (Table 1; Hughes, Therrien, & Lee, 2004;Lee, 2005;Rogers & Graham, in press;Schlosser & Wendt, 2008b). For example, Rogers and Graham (in press) stated ''.…”

Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students

“…With more and more students with behavior disorders being educated in inclusive educational settings, it is important for applied research to investigate the impact interventions have on student performance in the general education classroom. The majority of research investigating the effectiveness of High-p commands followed by a Low-p command to improve compliance has been conducted in non-inclusive settings (e.g., segregated classrooms/schools, group homes; Lee 2005). Furthermore, the current study was conducted with students with less severe behavior problems.…”

“…Contingent teacher praise is considered a highly effective classroom behavior management strategy (Kerr and Nelson 2002). In addition, antecedent interventions can be implemented without the problem behavior needing to occur (Lee 2005). Reactive strategies within a classroom (e.g., loss of privileges, time-out) run the risk of leading to escalations in problem behavior particularly for those students with identified behavior disorders.…”

“…Antecedent intervention strategies maintain several advantages over reactive strategies. Methods that prevent noncompliance may be more efficient, produce long-lasting results, and do not require the noncompliant behavior to occur before implementing the intervention (Lee 2005). As such, antecedent intervention strategies can rapidly and dramatically improve problem behavior by changing or removing variables in the classroom environment that cause the occurrence of the problem behavior (Kern and Clemens 2007).…”

“…The mechanism for change involves a series of high-probability (High-p) commands leading to a high rate of responding that serves as an antecedent to the Low-p command (Belfiore et al 2007). The procedure also often calls for brief praise administered by an adult (e.g., teacher, parent) between High-p commands, suggesting that increases in the rate of reinforcement might also influence compliance with Low-p commands (Lee 2005;Oliver and Skinner 2002). Research has shown interventions using HPCS to be effective at increasing compliance across participants (e.g., students with developmental disabilities, behavioral-emotional disorders, speech disorders, learning disabilities), settings (e.g., self-contained classrooms, regular schools, inclusive classrooms), and commands (miscellaneous general, social, communicative, transition, academic;Austin and Agar 2005;Banda et al 2003;Davis and Reichle 1996;Oliver and Skinner 2002).…”