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

Ardoin, Scott P.; Martens, Brian K.; Wolfe, Laurie A.

doi:10.1901/jaba.1999.32-339

Cited by 63 publications

(50 citation statements)

References 22 publications

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“…A closer examination of the data showed that increases in the percentage of engagement occurred during the first 3 min following the delivery of the high-p request sequence. Future research could evaluate methods to increase engagement time by enhancing the reinforcer quality during the high-p instructional sequence (Mace, Mauro, Boyajian, & Eckert, 1997) or by varying high-p requests (Ardoin, Martens, & Wolfe, 1999).…”

Section: Resultsmentioning

confidence: 99%

Effects of High‐probability Requests on the Latency to Initiate Academic Tasks

Wehby

Hollahan²

2000

J of App Behav Analysis

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The purpose of this study was to evaluate the effectiveness of a high-probability request sequence on the latency to and duration of compliance to a request for completion of an independent math assignment. The participant was an elementary-school student with learning disabilities who exhibited noncompliance during math instruction. The results showed that high-probability requests were effective in reducing the latency to compliance but only minimally affected duration of engagement.DESCRIPTORS: high-probability request sequence, behavioral momentum, compliance, academic instruction The refusal to initiate or complete a requested task within a specified period of time is a commonly reported characteristic among children with academic and behavior problems. One strategy that has been used for treating task noncompliance is the highprobability (high-p) request sequence (Mace et al., 1988). Briefly, this technique involves preceding a request, to which a student has a history of noncompliance (low-probability or low-p requests), with a series of requests with which a student has a history of compliance (high-p requests). The purpose of this study was to evaluate the effectiveness of a high-p request sequence with an elementary-school student on the latency to and duration of compliance following a request for completion of math assignments.Preparation of this article was funded in part by the Office of Special Education Programs, U.S. Department of Education (Grant H023N30025). The article does not necessarily reflect the position or policy of the funding agency, and no official endorsement by them should be inferred. We acknowledge the assistance of Kim Dennis in completion of this study.Address correspondence to Joseph H. Wehby, Department of Special Education, Box 328, Peabody College of Vanderbilt University, Nashville, Tennessee 37202. METHODParticipant and Setting. The participant was Meg, a 13-year-old girl functioning in the normal range of intellect (Standford-Binet full scale ϭ 92) who had been identified by the local school district as learning disabled in math and written language. The authors and Meg's teacher generated a list of potential high-p requests that were topically related to math assignments and that were confirmed through direct observation as highly probable to result in immediate compliance (at least 85% of total observed instances).Data collection. Data were collected during math class for (a) occurrence of the lowp requests, high-p requests, and praise by the teacher; (b) latency to the onset of engagement after the low-p requests; (c) compliance to the high-p request; and (d) termination of engagement to the low-p request (discontinuation of engagement for 10 consecutive s). Data were collected during daily 20-min sessions using the MOOSES software program on a laptop computer (Tapp, Wehby, & Ellis, 1995). These sessions were conducted Monday through Friday for a to-

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Section: Resultsmentioning

confidence: 99%

Effects of High‐probability Requests on the Latency to Initiate Academic Tasks

Wehby

Hollahan²

2000

J of App Behav Analysis

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“…For instance, Ardoin, Martens, and Wolfe (1999) showed that second graders' difficult transition to a new activity was improved when their teacher delivered a series of five simple instructions just prior to the transition request. This approach likewise has been used to increase the rate of student academic responding.…”

Section: Examplesmentioning

confidence: 99%

Antecedent strategies to promote appropriate classroom behavior

Kern

Clemens

2006

Psychology in the Schools

237

138

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In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be removed or modified to create individualized antecedent interventions. The empirical literature base supporting the value of this approach has witnessed rapid growth. In this article, we offer a rationale for the use of antecedent strategies and provide literature-based examples of applications within school settings at both the class-wide and individual levels. In addition, we discuss practical considerations for implementing antecedent interventions.

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“…The application of an intervention based on the momentum analogy can provide practitioners with a set of procedures to apply in situations where a behavior with a low-probability of occurrence needs to be increased. Ardoin, Martens, and Wolfe (1999), for example, found that a series of high-p requests reduced transition time from one instructional activity to another for a group of typical children in a general education setting. Similarly, Wehby and Hollahan (2000) found that high-p request sequences increased compliance to begin math tasks for a student with a learning disability.…”

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confidence: 99%

Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity

Lee

Belfiore

Scheeler

et al. 2004

Psychology in the Schools

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The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high-p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high-p sequences with two academic tasksletter-writing and mathematics problem completion. The results of these studies suggest that high-p sequences can be used to increase academic productivity. Moreover, the addition of experimenter-delivered reinforcers to existing high-p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed.

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

Cited by 63 publications

References 22 publications

Effects of High‐probability Requests on the Latency to Initiate Academic Tasks

Effects of High‐probability Requests on the Latency to Initiate Academic Tasks

Antecedent strategies to promote appropriate classroom behavior

Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity

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