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Presentation
An analysis of treatment failure with the high-p instruction sequence
Annual Meeting of the Association for Behavior Analysis
  • Kathryn M. Kestner, Western Michigan University
  • Matthew P. Normand, University of the Pacific
  • J. Jessel
Document Type
Poster
Department
Psychology
Organization
Association for Behavior Analysis
Location
Phoenix, AZ
Conference Dates
May 22-26, 2009
Date of Presentation
5-23-2009
Abstract
The high-p instruction sequence is an intervention used to increase compliance by presenting a series of several instructions with which a child is likely to comply (high-p) immediately prior to the delivery of an instruction with which the child is unlikely to comply (low-p). For the two typically developing preschoolers who participated in this study, compliance with the high-p instructions decreased following repeated presentations of the sequence immediately preceding the low-p instruction. The purpose of this study was to determine whether this decrease was caused by the introduction of stimuli associated with the low-p instructions (e.g., having the toy box present) during the implementation of the high-p sequence. The high-p instructions were delivered without the low-p instruction either in the presence or in the absence of stimuli previously associated with the low-p instruction, with these conditions arranged according to an ABAB design with one participant and AB design with the other. Compliance with the high-p instructions was low when the instructions were presented in presence of stimuli associated with the delivery of the low-p instruction. Compliance was high when the high-p instructions were presented without these stimuli.
Citation Information
Kathryn M. Kestner, Matthew P. Normand and J. Jessel. "An analysis of treatment failure with the high-p instruction sequence" Annual Meeting of the Association for Behavior Analysis (2009)
Available at: http://works.bepress.com/matthew-normand/167/