The effect of varied versus constant high‐probability instructional sequences on cooperation.
We examined the effects of varied versus constant high‐probability (high‐p) instructional sequences on cooperation with a low‐probability (low‐p) task. Three children diagnosed with autism participated. We first conducted an instruction identification phase to verify high‐p and low‐p instructions an...
| Publicado en: | Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 59; no. 3; pp. 1 - 10 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Summer2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195498635&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195498635 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00218855 NRNO jtl: Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) issn: 00218855 maglogo: N pubinfo: dt: Summer2026 vid: 59 iid: 3 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 195498635 195498635 195498635 10.1002/jaba.70073 195498635 ppf: 1 ppct: 9 formats: tig: atl: The effect of varied versus constant high‐probability instructional sequences on cooperation. aug: au: Lemons, Alyssa Wilder, David A. affil: School of Behavior Analysis, Florida Institute of Technology, Melbourne FL, , USA sug: subj: Autism Spectrum Disorder Psychosocial Factors Autism Spectrum Disorder Rehabilitation Cooperative Behavior Task Performance and Analysis Human United States Male Female Child, Preschool Child Experimental Studies Convenience Sample Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: We examined the effects of varied versus constant high‐probability (high‐p) instructional sequences on cooperation with a low‐probability (low‐p) task. Three children diagnosed with autism participated. We first conducted an instruction identification phase to verify high‐p and low‐p instructions and then compared varied‐to‐constant high‐p instructional sequences to improve cooperation with low‐p instructions using reversal designs. The results of the study show that the varied high‐p instructional sequence was more efficacious to increase cooperation with low‐p instructions for one participant and that the varied and constant high‐p instructional sequences were equally efficacious for the other two participants. We discuss the implications of these results for the use of the high‐p instructional sequence in practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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