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ERIC Number: EJ1193862
Record Type: Journal
Publication Date: 2018-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8855
EISSN: N/A
The Effects of High-P and Low-P Instruction Similarity on Compliance among Young Children
Lipschultz, Joshua L.; Wilder, David A.; Ertel, Hallie; Enderli, Amy
Journal of Applied Behavior Analysis, v51 n4 p866-878 Fall 2018
The high-probability (high-p) instructional sequence involves the delivery of a series of high-probability instructions immediately before delivery of a low-probability or target instruction. It has been shown to be efficacious for treating noncompliance among children and individuals with intellectual disabilities. Previous research (Esch & Fryling, 2013) has suggested that matching the topography of the response required to comply with high-p instructions with the topography of the response required to comply with the low-p instruction in the sequence may lead to greater increases in compliance with the low-p instruction. In this study, we compared high-p instructions that required both similar and dissimilar responses to two topographies of low-p instructions (motor and vocal) among two young children. Results suggested that the topography of the response required by the high-p instructions did not affect levels of compliance with low-p instructions for either participant. Implications of these findings and directions for future research are discussed.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A