Replication of a High‐probability Request Sequence With Varied Interprompt Times in a Preschool Setting

Houlihan, Daniel; Jacobson, Lori; Brandon, Paul K.

doi:10.1901/jaba.1994.27-737

Cited by 34 publications

(32 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Treatment consisted of presenting a rapid sequence of high-probability (high-p) instructions immediately preceding a low-probability (low-p) instruction with which the client was normally noncompliant. This article and several replications of the high-p treatment have shown that the intervention can increase compliance to clinically acceptable levels with individuals with normal development and individuals with mental retardation (Davis, Brady, Hamilton, McEvoy, & Williams, 1994;Davis, Brady, Williams, & Hamilton, 1992;Ducharme & Worling, 1994;Harchik & Putzier, 1990;Horner, Day, Sprague, O'Brien, & Heathfield, 1991;Houlihan, Jacobson, & Brandon, 1994;Mace & Belfiore, 1990;Singer, Singer, & Horner, 1987).…”

mentioning

confidence: 93%

Effects of Reinforcer Quality on Behavioral Momentum: Coordinated Applied and Basic Research

Mace¹,

Mauro²,

Boyajian³

et al. 1997

J of App Behav Analysis

View full text Add to dashboard Cite

The high-probability (high-p) instructional sequence has been an effective treatment for noncompliance. However, treatment failures have also been reported. We hypothesized that the efficacy of the high-p treatment may be improved by using higher quality reinforcers for compliance to high-p instructions. The resistance of compliance to change was tested by varying reinforcer quality in two applied studies and a basic laboratory experiment. Experiment 1 tested the hypothesis that an increase in reinforcer quality for highp compliance will increase the effectiveness of the high-p treatment when it fails to increase compliance. Experiment 2 assessed the effects of reinforcer quality on resistance of compliance to change by presenting successive low-p requests following the high-p treatment. A basic laboratory study (Experiment 3) was conducted to further isolate the relation between reinforcer quality and behavioral momentum. Two different liquid reinforcers (sucrose and citric acid solutions) were presented in a two-component multiple variable-interval variable-interval schedule followed by a single extinction test session. Results of all three experiments showed a generally consistent relationship between reinforcer quality and behavioral momentum.

show abstract

mentioning

confidence: 93%

Effects of Reinforcer Quality on Behavioral Momentum: Coordinated Applied and Basic Research

Mace¹,

Mauro²,

Boyajian³

et al. 1997

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…High-p instruction sequences involve the rapid presentation of three instructions with which an individual is likely to comply immediately preceding an instruction with a low probability of compliance. This procedure has been used successfully to increase compliance and decrease aberrant behavior in adults with developmental disabilities (e.g., Mace & Belfiore, 1990;Zarcone, Iwata, Mazaleski, & Smith, 1994) as well as children and youth with severe handicaps (e.g., Davis, Brady, Hamilton, McEvoy, & Williams, 1994;Ducharme & Worling, 1994;Horner, Day, Sprague, O'Brien, & Heathfield, 1991;Houlihan, Jacobson, & Brandon, 1994;Kennedy, Itkonen, & Lindquist, 1995;Singer et al, 1987).…”

mentioning

confidence: 99%

Using High‐probability Instruction Sequences With Fading to Increase Student Compliance During Transitions

Ardoin

Martens

Wolfe

1999

J of App Behav Analysis

View full text Add to dashboard Cite

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.

show abstract

“…In treating a developmentally disabled adult, Mace et al demonstrated that by issuing a sequence of three to five commands the subject was likely to comply with (high-p commands) prior to issuing a command s/he was unlikely to comply with (low-p commands), compliance to the low-p commands could be dramatically increased. This strategy has been successfully replicated across a variety of populations including autistic children (Davis, Brady, Williams, & Hamilton, 1992;Houlihan, Jacobson, & Brandon, 1994), individuals with selfinjurious behaviors (Horner, Day, Sprague, O'Brien, & Heathfield, 1991;Zarcone, Iwata, Mazaleski, & Smith, 1994), children with social skills deficits (Davis, Brady, Hamilton, McEvoy, & Williams, 1994;Kennedy, Itkonen, & Lindquist, 1995), and individuals who are being noncompliant with specific medical regimens (Harchik & Putzier, 1990).…”

Section: Out Of the Operant Chamber And Into The Classroommentioning

confidence: 99%

Applying behavioral theory to practice: an examination of the behavioral momentum metaphor

Brandon

Houlihan

1997

Behav. Intervent.

Self Cite

View full text Add to dashboard Cite

This paper discusses some of the difficulties that arise in the practical applications of theories derived from specific experimental settings. Nevin's metaphoric extension of the physical concept of momentum to modifying behavior (i.e., behavioral momentum) is used as a recent example. Problems in the application of behavioral momentum are discussed, alternative analyses are offered, and methods for further testing the process are suggested. ©1997 John Wiley & Sons, Ltd.

show abstract

Replication of a High‐probability Request Sequence With Varied Interprompt Times in a Preschool Setting

Cited by 34 publications

References 3 publications

Effects of Reinforcer Quality on Behavioral Momentum: Coordinated Applied and Basic Research

Effects of Reinforcer Quality on Behavioral Momentum: Coordinated Applied and Basic Research

Using High‐probability Instruction Sequences With Fading to Increase Student Compliance During Transitions

Applying behavioral theory to practice: an examination of the behavioral momentum metaphor

Contact Info

Product

Resources

About