AN ANALYSIS OF STIMULI THAT INFLUENCE COMPLIANCE DURING THE HIGH-PROBABILITY INSTRUCTION SEQUENCE

When we evaluated variables that influence the effectiveness of the high-probability (high-p) instruction sequence, the sequence was associated with a precipitous decrease in compliance with high-p instructions for 1 participant, thereby precluding continued use of the sequence. We investigated the reasons for this decrease. Stimuli associated with the low-p instruction were systematically added and removed in the context of the high-p instructions, and results suggest that the stimuli associated with the low-p instruction influenced compliance with the high-p instructions. Key words: compliance, high-probability sequence, noncompliance, preschool children _______________________________________________________________________________ The high-probability (high-p) instruction sequence (Mace et al., 1988) is an intervention for increasing compliance involving the delivery of several instructions with which an individual is likely to comply just prior to delivering an instruction with which the individual typically is unlikely to comply (a low-probability or low-p instruction). Typically, the high-p instructions are delivered in quick succession just prior to the delivery of the low-p instruction. Following all instances of compliance, praise or some other form of reinforcement is provided. The high-p procedure has been demonstrated to be effective across a variety of populations and situations, but it also has been demonstrat-ed to be ineffective in some circumstances (e.g.