Abstract:
Noncompliance in the academic setting is a serious issue. It may ultimately result in limited opportunities to learn and gain academic fluency. Because of this, many interventions have been developed in the past to treat noncompliance in the academic setting. An empirically support method for the treatment of compliance is the High Probability Demand Procedure. The High Probability Demand Procedure is an antecedent intervention that manipulates a steady rate of compliant responding to produce compliant behaviour in typically low compliant requests. This manipulation is conducted when the implementer of the High Probability Demand Procedure supplies a series of three to five easily complied instructions to an individual immediately followed by a difficult request. Because the individual has been responding steadily with the easy requests, they are more likely to continue responding to the difficult request afterwards. This treatment has been demonstrated in various past studies to be an effective treatment for noncompliance. However, a majority of the past demonstrations have targeted compliance individually. In order for a treatment to be carried out in the academic setting with efficiency, the treatment must possess the potential to be implemented as a group intervention. The current study looked at how the High Probability Demand Procedure could be applied in a natural classroom setting by the teacher towards a group of typically developing students. The findings of the study demonstrated that the High Probability Demand Procedure was effective for 2 out of the 3 participants assessed in the study. In addition, our findings illustrated that when the treatment was effective for the participant, they also displayed decreased rates of inappropriate behaviours. Furthermore, a concurrent time lost contingency alongside the High Probability Demand Procedure was able to enhance compliance for the participants. Lastly, our analysis showed that the effect of the treatment was not affected by the size of the group.