EFFECTS OF HIGH-PROBABILITY REQUEST SEQUENCES ON COMPLIANCE TO LOW-PROBABILITY REQUESTS FOR A HIGH SCHOOL STUDENT WITH AN INTELLECTUAL DISABILITY
1 online resource (174 pages) : PDF
University of North Carolina at Charlotte
Using a reversal design, the current study evaluated the effects of the high-probability request sequence (HPRS) on the compliance to low-probability requests for a high school student with a moderate intellectual disability. The participant was given three simple discrete prompts to complete tasks with which she had a history of complying (i.e., high-p requests) immediately before given a prompt to engage in requests with she had a history of not complying (e.g., low-p requests). In addition, reinforcement in the form of social praise and attention was provided contingent on compliance with each high-p and low-p request. This study also examined whether the effects observed during each phase of the study would be generalized if conditions were replicated by the classroom special education teacher. In addition, a social validity questionnaire was completed by the participant’s teacher. The results indicated that a functional relation exists between the implementation of the HPRS on both the increase of compliance with low-p requests and a decrease in the latency to respond to these requests. The findings also demonstrated that the participant engaged in similar levels of compliance when the intervention was implemented by either the investigator or the special education teacher. Limitations, recommendations for future research, and implications for practice are provided.
BEHAVIORAL MOMENTUMCOMPLIANCEGENERAL TASK COMPLIANCEHIGH-PROBABILITY REQUEST SEQUENCEHPRSNONCOMPLIANCE
Wood, CharlesLo, Ya-yuGood, Amy
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.
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