The effects of a high-probability instruction sequence and response-independent reinforcer delivery on child compliance

Authors

Chrystin Bullock, Florida Institute of Technology
Matthew P. Normand, University of the PacificFollow

Document Type

Article

Publication Title

Journal of Applied Behavior Analysis

Department

Psychology

ISSN

0021-8855

Volume

39

Issue

4

DOI

10.1901/jaba.2006.115-05

First Page

495

Last Page

499

Publication Date

Winter 12-1-2006

Abstract

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.

Recommended Citation

Bullock, C., & Normand, M. P. (2006). The effects of a high-probability instruction sequence and response-independent reinforcer delivery on child compliance. Journal of Applied Behavior Analysis, 39(4), 495–499. DOI: 10.1901/jaba.2006.115-05
https://scholarlycommons.pacific.edu/cop-facarticles/256