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Journal of Behavioral Education

, Volume 17, Issue 2, pp 160–171 | Cite as

Using a High Probability Command Sequence to Increase Classroom Compliance: The Role of Behavioral Momentum

  • Phillip J. Belfiore
  • Sarah Pulley Basile
  • David L. Lee
Original Paper

Abstract

One of the most problematic behaviors in children with developmental disabilities is noncompliance. Although behavioral research has provided strategies to impact noncompliance, oftentimes the methodologies are consequent techniques, which may not be conducive to implementation by the classroom teacher. In this teacher-designed and implemented study, a sequence of high-probability instructional commands preceded the targeted low-probability command, in an attempt to increase compliance to the low-probability command. Results, discussed within the body of behavioral momentum research, showed an increase in compliance to low-probability classroom commands for a seven year-old student with moderate mental retardation and Down Syndrome. Results are discussed as (a) an effective, antecedent approach to classroom compliance and (b) re-connecting the gap between applied behavioral research and experimentally controlled classroom practice.

Keywords

Command compliance Behavioral momentum Down syndrome developmental disabilities High-probability command sequence 

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Phillip J. Belfiore
    • 1
  • Sarah Pulley Basile
    • 2
  • David L. Lee
    • 3
  1. 1.Department of EducationMercyhurst CollegeErieUSA
  2. 2.Millcreek Township School DistrictErieUSA
  3. 3.The Pennsylvania State UniversityUniversity ParkUSA

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