USING HIGH‐PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS
- 1 September 1999
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 32 (3), 339-351
- https://doi.org/10.1901/jaba.1999.32-339
Abstract
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.Keywords
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