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.