Literaturnachweis - Detailanzeige
| Autor/inn/en | Baida, Alissa N.; Azizi, Sharon; Jessel, Joshua |
|---|---|
| Titel | A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence |
| Quelle | In: Journal of Positive Behavior Interventions, 25 (2023) 1, S.41-52 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Jessel, Joshua) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-3007 |
| DOI | 10.1177/10983007211062610 |
| Schlagwörter | Case Studies; Validity; Probability; Compliance (Psychology); Autism Spectrum Disorders; Teaching Methods; Children; Clinical Diagnosis; Mother Attitudes; Counselor Attitudes; Developmental Disabilities; Behavior Problems; Attention Deficit Hyperactivity Disorder; Applied Behavior Analysis; Comparative Analysis; Outcomes of Treatment; Family Environment; Intervention |
| Abstract | Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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