Analysis of a High‐probability Instructional Sequence and Time‐out in the Treatment of Child Noncompliance

Rortvedt, Angela K.; Miltenberger, Raymond G.

doi:10.1901/jaba.1994.27-327

Cited by 66 publications

(46 citation statements)

References 9 publications

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“…These effects are consistent with the literature that has demonstrated that punishment is effective at altering behavior and can enhance task performance (Crafts & Gilbert, 1934;Domjan, 2003;Mazur, 2006;Penney, 1967;Rortvedt & Miltenberger, 1994;Schwartz et al, 2002). These results also provide evidence that the effectiveness of time-outs to enhance learning can be extended to tasks that generate relatively little proactive interference across trials.…”

Section: Discussionsupporting

confidence: 89%

“…Negative punishment involves the removal of a desired stimulus following an undesirable behavior that results in the reduction of the probability of the recurrence of that behavior (Chance, 2003;Church, 1963;Klein, 2002;Lieberman, 2000;Mazur, 1998). A common negative punishment is time-out from reinforcement (Delaney, 1999;Landau & MacLeish, 1988;McGuffin, 1991;Rortvedt & Miltenberger, 1994). Time-out from reinforcement is a period of time during which positive reinforcement is withdrawn or is no longer available, contingent on a specific behavior (Kennedy et al, 1990;MacDonough & Forehand, 1973).…”

mentioning

confidence: 99%

“…Both positive and negative punishment can be extremely effective at altering behavior (see Domjan, 2003;Mazur, 2006;Penney, 1967;Rortvedt & Miltenberger, 1994;Schwartz, Wasserman, & Robbins, 2002). For example, research has shown that the application of mild electric shock for incorrect responses enhances the ability of adult human beings to learn to navigate a maze by reducing the number of trials needed to meet learning criteria and reducing the number of errors (Crafts & Gilbert, 1934).…”

mentioning

confidence: 99%

“…For example, research has shown that the application of mild electric shock for incorrect responses enhances the ability of adult human beings to learn to navigate a maze by reducing the number of trials needed to meet learning criteria and reducing the number of errors (Crafts & Gilbert, 1934). Other research has demonstrated that when a brief time-out was implemented as a consequence of noncompliance, compliance more than doubled and remained elevated for several weeks afterward (Rortvedt & Miltenberger, 1994).…”

mentioning

confidence: 99%

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Effect of Time-Out on Adult Performance of a Visual Discrimination Task

et al. 2007

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The present study examined how the magnitude of time-out duration following incorrect responses affected the ability of adults to learn simple visual discriminations. Sixty-four college students were randomly assigned to one of four groups that received a 0-, 5-, 10-, or 20-s time-out duration after an incorrect response. Each participant completed a simple visual discrimination task by attempting to determine and remember the correct response for each of eight different color-shape combinations. The results indicated that timeout was effective at enhancing performance, even when reinforcers for correct responses were used. In addition, the effectiveness was dependent on the duration of the time-out. Punishment can be defined as a consequence of behavior that reduces the future probability of that behavior (Azrin & Holz, 1966). Punishment is typically either positive or negative. Positive punishment involves the application of an aversive stimulus, after an undesirable behavior, that results in the reduction of the probability of recurrence of that behavior. For example, when rats were punished with a strong shock for pressing a lever that delivered food, the rats rarely pressed the lever for food (Camp, Raymond, & Church, 1967). Negative punishment involves the removal of a desired stimulus following an undesirable behavior that results in the reduction of the probability of the recurrence of that behavior (

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Effect of Time-Out on Adult Performance of a Visual Discrimination Task

et al. 2007

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“…Under these circumstances, help is reinforcing because (like Michael's screwdriver) it changes the task into an easier one that does not establish motivation to escape. Help, of course, is one kind of attention so that, if such a transitive relation already exists, problem behavior in the context of demands may be attention rather than escape maintained (Iwata, 1994;Repp & Karsh, 1994;Rortvedt & Miltenberger, 1994).…”

Section: Functional Communication Training (Fct)mentioning

confidence: 99%

Establishing Operations: Implications for the Assessment, Treatment, and Prevention of Problem Behavior

McGill

1999

J of App Behav Analysis

150

136

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This paper seeks to integrate Michael's (1982Michael's ( , 1993 discussion of the concept of the establishing operation (EO) with existing conceptual and empirical analyses of problem behavior in people with developmental disabilities. The paper begins with a summary of Michael (1993), which seeks to describe his concept of the EO and place it briefly in historical context. The role of EOs in evoking and establishing motivation for problem behavior is considered in some detail. A case is made for the greater consideration of EOs in the functional analysis of problem behavior, and specific suggestions for detecting the operation of conditioned establishing operations are offered. Turning to treatment, the paper considers the role played by EOs in existing procedures and discusses the development of treatment strategies that seek to modify EOs, extinguish EOs, and modify the responses evoked by EOs. Finally, consideration is given to the implications of EOs for the more systemic treatment and prevention of problem behavior.

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Effects of response independent delivery of preferred items and the high‐probability instructional sequence on compliance

Lipschultz

Wilder

Enderli

2017

Behavioral Interventions

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The use of the high-probability (high-p) instructional sequence to increase compliance, which includes issuing a series of instructions with which a participant is likely to comply immediately before issuing a low-probability instruction, has received mixed support in the literature. Previous research has suggested that the delivery of response independent reinforcement may be as effective to increase compliance, at least for some types of instructions. In this study, we examined the effects of response independent reinforcement and the high-p sequence on compliance with two types of instructions with two young children. Results show that neither procedure was effective for increasing compliance for either type of instruction; however, contingent access to a high preference item increased compliance. Results are discussed in terms of the conditions under which response independent delivery of high-preference items and the high-p instructional sequence might be effective to increase compliance.

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Analysis of a High‐probability Instructional Sequence and Time‐out in the Treatment of Child Noncompliance

Cited by 66 publications

References 9 publications

Effect of Time-Out on Adult Performance of a Visual Discrimination Task

Effect of Time-Out on Adult Performance of a Visual Discrimination Task

Establishing Operations: Implications for the Assessment, Treatment, and Prevention of Problem Behavior

Effects of response independent delivery of preferred items and the high‐probability instructional sequence on compliance

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