The Effects of a High‐probability Instruction Sequence and Response‐independent Reinforcer Delivery on Child Compliance
Year: 2006
Type: article
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.
Authors: Chrystin Bullock, Matthew P. Normand
Institution: Florida Institute of Technology
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W2059995472