EFFECTS OF HIGH-PROBABILITY REQUEST SEQUENCES ON COMPLIANCE TO LOW-PROBABILITY REQUESTS FOR A HIGH SCHOOL STUDENT WITH AN INTELLECTUAL DISABILITY

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Fisher, L. (2018). EFFECTS OF HIGH-PROBABILITY REQUEST SEQUENCES ON COMPLIANCE TO LOW-PROBABILITY REQUESTS FOR A HIGH SCHOOL STUDENT WITH AN INTELLECTUAL DISABILITY. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Using a reversal design, the current study evaluated the effects of the high-probability request sequence (HPRS) on the compliance to low-probability requests for a high school student with a moderate intellectual disability. The participant was given three simple discrete prompts to complete tasks with which she had a history of complying (i.e., high-p requests) immediately before given a prompt to engage in requests with she had a history of not complying (e.g., low-p requests). In addition, reinforcement in the form of social praise and attention was provided contingent on compliance with each high-p and low-p request. This study also examined whether the effects observed during each phase of the study would be generalized if conditions were replicated by the classroom special education teacher. In addition, a social validity questionnaire was completed by the participant’s teacher. The results indicated that a functional relation exists between the implementation of the HPRS on both the increase of compliance with low-p requests and a decrease in the latency to respond to these requests. The findings also demonstrated that the participant engaged in similar levels of compliance when the intervention was implemented by either the investigator or the special education teacher. Limitations, recommendations for future research, and implications for practice are provided.

Details
Author

Fisher, Larry

Title

EFFECTS OF HIGH-PROBABILITY REQUEST SEQUENCES ON COMPLIANCE TO LOW-PROBABILITY REQUESTS FOR A HIGH SCHOOL STUDENT WITH AN INTELLECTUAL DISABILITY

Physical Description

1 online resource (174 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Using a reversal design, the current study evaluated the effects of the high-probability request sequence (HPRS) on the compliance to low-probability requests for a high school student with a moderate intellectual disability. The participant was given three simple discrete prompts to complete tasks with which she had a history of complying (i.e., high-p requests) immediately before given a prompt to engage in requests with she had a history of not complying (e.g., low-p requests). In addition, reinforcement in the form of social praise and attention was provided contingent on compliance with each high-p and low-p request. This study also examined whether the effects observed during each phase of the study would be generalized if conditions were replicated by the classroom special education teacher. In addition, a social validity questionnaire was completed by the participant’s teacher. The results indicated that a functional relation exists between the implementation of the HPRS on both the increase of compliance with low-p requests and a decrease in the latency to respond to these requests. The findings also demonstrated that the participant engaged in similar levels of compliance when the intervention was implemented by either the investigator or the special education teacher. Limitations, recommendations for future research, and implications for practice are provided.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Behavioral Momentum
Compliance
General Task Compliance
High-Probability Request Sequence
HPRS
Noncompliance

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Wood, Charles
Lo, Ya-yu
Good, Amy

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

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Identifier

Fisher_uncc_0694D_11673

Permalink

http://hdl.handle.net/20.500.13093/etd:1498