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 |