THE EFFECTS OF A HIGH‐PROBABILITY INSTRUCTION SEQUENCE AND RESPONSE‐INDEPENDENT REINFORCER DELIVERY ON CHILD COMPLIANCE

We compared the effects of a high‐probability (high‐ p ) instruction sequence and a fixed‐time (FT) schedule of reinforcement on the compliance of 2 typically developing children. A multielement experimental design with a reversal component was implemented according to a multiple baseline across participants arrangement. Both the high‐ p and FT conditions resulted in increased compliance for both participants during the multielement sessions. These results suggest that it may be possible to increase compliance without a response requirement of the type arranged in the high‐ p instruction sequence.