Ardoin, S. P., Martens, B. K., & Wolfe, L. A. (1999).
Using high-probability instruction sequences with fading to increase student compliance during transitions.
Journal of Applied Behavior Analysis,
32, 339-351.
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.
DESCRIPTORS: _high-p instruction sequence, behavioral momentum,
compliance, classroom transitions