The effects of a high-probability instruction sequence and response-independent reinforcer delivery on child compliance.
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.
Bullock
Chrystin
C
Florida Institute of Technology, Melbourne 32901, USA.
Normand
Matthew P
MP
D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D003299:Cooperative Behavior; D005108:Extinction, Psychological; D006801:Humans; D008297:Male; D011336:Probability; D012055:Reinforcement Schedule; D014040:Token Economy; D016896:Treatment Outcome