The Effects of the High Probability Instructional Sequence on Compliance with Multiple Low Probability Instructions
Abstract
The high-probability (high-p) instructional sequence is an antecedent intervention
often used to improve compliance with instructions. It typically consists of multiple
high-p instructions followed by a single low-probability (low-p) instruction. The
purpose of this study was to investigate the effects of the high-p instructional
sequence on compliance with multiple low-p instructions and the first low-p
instruction in the sequence. More specifically, this study investigated the effects of
three to five high-p instructions on compliance with 1, 2, and 3 low-p instructions.
Three individuals diagnosed with ASD participated. Results showed that the high-p
instructional sequence was only effective for 1 out of the 3 participants. For the one
participant for whom the high-p instructional sequence was effective, compliance
improved for sequences with 2 and 3 low-p instructions, however the high-p
instructional sequence did not consistently increase compliance with the first low-p
instruction presented in the sequence.