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USING HIGH‐PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS
Author(s) -
Ardoin Scott P.,
Martens Brian K.,
Wolfe Laurie A.
Publication year - 1999
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 - 10.1901/jaba.1999.32-339
Subject(s) - psychology , morning , mathematics education , compliance (psychology) , social psychology , medicine
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.