Using a High Probability Command Sequenceto Increase Classroom Compliance: The Roleof Behavioral Momentum

摘要

One of the most problematic behaviors in children with developmentaldisabilities is noncompliance. Although behavioral research has provided strategiesto impact noncompliance, oftentimes the methodologies are consequent techniques,which may not be conducive to implementation by the classroom teacher. In thisteacher-designed and implemented study, a sequence of high-probability instruc-tional commands preceded the targeted low-probability command, in an attempt toincrease compliance to the low-probability command. Results, discussed within thebody of behavioral momentum research, showed an increase in compliance to low-probability classroom commands for a seven year-old student with moderate mentalretardation and Down Syndrome. Results are discussed as (a) an effective, ante-cedent approach to classroom compliance and (b) re-connecting the gap betweenapplied behavioral research and experimentally controlled classroom practice.