Date of Award

12-2019

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Behavioral Analysis

First Advisor

David Wilder

Second Advisor

Felipa Chavez

Third Advisor

Elbert Blakely

Fourth Advisor

Lisa Steelman

Abstract

The high-probability (high-p) instructional sequence is an antecedent intervention often used to improve compliance with instructions. It typically consists of multiple high-p instructions followed by a single low-probability (low-p) instruction. The purpose of this study was to investigate the effects of the high-p instructional sequence on compliance with multiple low-p instructions and the first low-p instruction in the sequence. More specifically, this study investigated the effects of three to five high-p instructions on compliance with 1, 2, and 3 low-p instructions. Three individuals diagnosed with ASD participated. Results showed that the high-p instructional sequence was only effective for 1 out of the 3 participants. For the one participant for whom the high-p instructional sequence was effective, compliance improved for sequences with 2 and 3 low-p instructions, however the high-p instructional sequence did not consistently increase compliance with the first low-p instruction presented in the sequence.

Comments

Copyright held by author

Download

Share

COinS