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Evaluation of the high‐probability instructional sequence to increase compliance with multiple low‐probability instructions among children with autism
Author(s) -
Rosales Ma Krishna,
Wilder David A.,
Montalvo Melissa,
Fagan Benjamin
Publication year - 2020
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.787
Subject(s) - autism , compliance (psychology) , sequence (biology) , psychology , reinforcement , sequence learning , developmental psychology , social psychology , cognitive psychology , genetics , biology
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.