Abstract
The provision of a series of requests to which compliance is highly likely (high-probability requests) immediately antecedent to low-probability requests has been used to establish behavioral momentum of compliance. We evaluated a fading procedure for maintaining high levels of compliance obtained with high-probability requests. Fading involved a systematic reduction in the number of high-probability requests and an increase in the latency between the high- and low-probability requests. High levels of compliance for both “do” and “don't” requests were maintained for 16 weeks in a 5-year-old boy with developmental disabilities after the high-probability request sequence was faded. Similar maintenance was obtained for “do” requests in a 15-year-old girl with developmental disabilities. For this subject, however, the high-probability request sequence was ineffective with “don't” requests. When “don't” requests were phrased as “do” requests, the high-probability request sequence produced high levels of compliance to the low-probability request. High levels of compliance to these “do” requests were maintained for 16 weeks after the high-probability request sequence was faded.
Keywords: behavioral momentum, stimulus fading, noncompliance, high-probability request sequence
Full text
PDF








Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Davis C. A., Brady M. P., Williams R. E., Hamilton R. Effects of high-probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders. J Appl Behav Anal. 1992 Winter;25(4):905–916. doi: 10.1901/jaba.1992.25-905. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Day H. M., Horner R. H. Building response classes: a comparison of two procedures for teaching generalized pouring to learners with severe disabilities. J Appl Behav Anal. 1989 Summer;22(2):223–229. doi: 10.1901/jaba.1989.22-223. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Ducharme J. M., Feldman M. A. Comparison of staff training strategies to promote generalized teaching skills. J Appl Behav Anal. 1992 Spring;25(1):165–179. doi: 10.1901/jaba.1992.25-165. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Horner R. H., Day H. M., Sprague J. R., O'Brien M., Heathfield L. T. Interspersed requests: a nonaversive procedure for reducing aggression and self-injury during instruction. J Appl Behav Anal. 1991 Summer;24(2):265–278. doi: 10.1901/jaba.1991.24-265. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Mace F. C., Hock M. L., Lalli J. S., West B. J., Belfiore P., Pinter E., Brown D. K. Behavioral momentum in the treatment of noncompliance. J Appl Behav Anal. 1988 Summer;21(2):123–141. doi: 10.1901/jaba.1988.21-123. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Murray G. C., Montiel M. M., Persellin R. H. A study of HLA antigens in adults with acute rheumatic fever. Arthritis Rheum. 1978 Jul-Aug;21(6):652–656. doi: 10.1002/art.1780210607. [DOI] [PubMed] [Google Scholar]
- Neef N. A., Shafer M. S., Egel A. L., Cataldo M. F., Parrish J. M. The class specific effects of compliance training with "do" and "don't" requests: analogue analysis and classroom application. J Appl Behav Anal. 1983 Spring;16(1):81–99. doi: 10.1901/jaba.1983.16-81. [DOI] [PMC free article] [PubMed] [Google Scholar]
- PREMACK D. Toward empirical behavior laws. I. positive reinforcement. Psychol Rev. 1959 Jul;66(4):219–233. doi: 10.1037/h0040891. [DOI] [PubMed] [Google Scholar]
- Parrish J. M., Cataldo M. F., Kolko D. J., Neef N. A., Egel A. L. Experimental analysis of response covariation among compliant and inappropriate behaviors. J Appl Behav Anal. 1986 Fall;19(3):241–254. doi: 10.1901/jaba.1986.19-241. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Scarboro M. E., Forehand R. Effects of two types of response-contingent time-out on compliance and oppositional behavior of children. J Exp Child Psychol. 1975 Apr;19(2):252–264. doi: 10.1016/0022-0965(75)90089-2. [DOI] [PubMed] [Google Scholar]
- Whitman T. L., Zakaras M., Chardos S. Effects of reinforcement and guidance procedures on instruction-following behavior of severely retarded children. J Appl Behav Anal. 1971 Winter;4(4):283–290. doi: 10.1901/jaba.1971.4-283. [DOI] [PMC free article] [PubMed] [Google Scholar]
