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The impact of using high-probability request sequence interventions to increase compliance behaviors, writing production, and writing quality in students with emotional and behavioral disordersChavez, Melissa Marie 13 September 2013 (has links)
The writing performance of all students is a critical factor for school success. In order for students with emotional and behavioral disorders (EBD) to have increased positive social and academic outcomes, it is imperative to continue intervention research that addresses noncompliance behavior and completion of writing tasks. This study examined the effects of high-probability request sequence interventions on the compliance behaviors and writing outcomes of two students with EBD using a multiple-baseline-across-participants design. Additionally, this study examined the social validity of the intervention procedures through the use of questionnaires for both the teachers and the participants. Results indicated that the intervention is effective in increasing both behavioral and cognitive engagement in a writing task. Educational and research implications, measures of social validity, and measures of intervention effectiveness are discussed. / text
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Using high-probability request sequences to increase social interactions in young children with autismJung, Sunhwa 15 October 2003 (has links)
No description available.
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The Effect of High-Probability Request Sequences on Latency to Comply with Instructions to Transition in a Child With Severe Mental RetardationCarpentieri, Michelle Lee 12 1900 (has links)
This study investigated the effect of implementing high-probability request sequences prior to the delivery of instructions to transition in a child with severe mental retardation. Data were collected on latency to comply with a low-probability request to transition and a modified version of the low-probability request. Implementation of high-probability request sequences resulted in shortened latencies to comply with the modified low-probability request instructing the child to engage in a preferred activity located at the endpoint of the transition.
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