The high‐probability (high‐p) instructional sequence typically consists of the delivery of a series of high‐p instructions immediately followed by the delivery of a low‐probability (low‐p) instruction and is a commonly used procedure to increase compliance among children with intellectual disabilities. In the current study, we used withdrawal designs to evaluate the use of the high‐p sequence to increase compliance with a series of 2 or 3 low‐p instructions among 3 children with autism. The sequence was moderately effective in increasing compliance with all low‐p instructions for 2 participants. Compliance exhibited by the 3rd participant, for whom the high‐p sequence was ineffective, increased when differential reinforcement was delivered. We discuss the utility of the high‐p sequence to increase compliance with multiple instructions and the putative mechanisms responsible for the effects of the sequence.

中文翻译：

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评估高概率教学序列以提高自闭症儿童对多个低概率指令的依从性

高概率 (high-p) 指令序列通常包括一系列高 p 指令的传递，紧接着是低概率 (low-p) 指令的传递，是一种常用的程序，用于提高学生之间的依从性。智障儿童。在当前的研究中，我们使用戒断设计来评估使用高 p 序列来提高 3 名自闭症儿童对一系列 2 或 3 条低 p 指令的依从性。该序列在提高 2 名参与者对所有低 p 指令的依从性方面具有中等效果。第 3 名参与者表现出的顺应性，对他们来说，高 p 序列是无效的，当提供差异强化时，会增加。