The high-probability (high-p) instructional sequence has been an effective treatment for noncompliance. However, treatment failures have also been reported. We hypothesized that the efficacy of the high-p treatment may be improved by using higher quality reinforcers for compliance to high-p instructions. The resistance of compliance to change was tested by varying reinforcer quality in two applied studies and a basic laboratory experiment. Experiment 1 tested the hypothesis that an increase in reinforcer quality for highp compliance will increase the effectiveness of the high-p treatment when it fails to increase compliance. Experiment 2 assessed the effects of reinforcer quality on resistance of compliance to change by presenting successive low-p requests following the high-p treatment. A basic laboratory study (Experiment 3) was conducted to further isolate the relation between reinforcer quality and behavioral momentum. Two different liquid reinforcers (sucrose and citric acid solutions) were presented in a two-component multiple variable-interval variable-interval schedule followed by a single extinction test session. Results of all three experiments showed a generally consistent relationship between reinforcer quality and behavioral momentum.

Although self-management procedures can improve student behavior in the absence of immediate adult contingencies, they are still generally subject to some adult regulation. The purpose of this study was to increase the independence created by self-management procedures by teaching children to self-initiate their implementation across settings and activities. The participants were two boys who engaged in inappropriate vocalizations. Results showed that both of the boys were able to discriminate settings or activities in which self-management procedures were necessary and to independently initiate the procedures during those times.

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