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Relevant bibliographies by topics / High-probability request sequence

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Journal articles
Dissertations / Theses

Academic literature on the topic 'High-probability request sequence'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "High-probability request sequence"

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Bross, Leslie Ann, Eric Alan Common, Wendy Peia Oakes, Kathleen Lynne Lane, Holly M. Menzies, and Robin Parks Ennis. "High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success." Beyond Behavior 27, no. 3 (2018): 140–45. http://dx.doi.org/10.1177/1074295618798615.

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High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using HPRS in schools. Throughout, we offer lessons from practitioners who have used HPRS with students, including those at risk for emotional and behavioral disorders.

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Planer, Jilian, Ruth DeBar, Patrick Progar, Kenneth Reeve, and Randi Sarokoff. "Evaluating tasks within a high-probability request sequence in children with autism spectrum disorder." Behavioral Interventions 33, no. 4 (2018): 380–90. http://dx.doi.org/10.1002/bin.1634.

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Houlihan, Daniel, Lori Jacobson, and Paul K. Brandon. "REPLICATION OF A HIGH-PROBABILITY REQUEST SEQUENCE WITH VARIED INTERPROMPT TIMES IN A PRESCHOOL SETTING." Journal of Applied Behavior Analysis 27, no. 4 (1994): 737–38. http://dx.doi.org/10.1901/jaba.1994.27-737.

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4

Common, Eric Alan, Leslie Ann Bross, Wendy Peia Oakes, Emily Dawn Cantwell, Kathleen Lynne Lane, and Kathryn Ann Germer. "Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base." Behavioral Disorders 45, no. 1 (2018): 3–21. http://dx.doi.org/10.1177/0198742918800029.

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We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components acros

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Freeman, Jennifer. "Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary." Beyond Behavior 27, no. 3 (2018): 175–76. http://dx.doi.org/10.1177/1074295618799082.

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Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

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Tang, Jing Fan, Pei Zhang, Min Zhang, and Ming Jiang. "Distributed Potential Field Based Routing with Priority Connection Probability for NDN." Applied Mechanics and Materials 667 (October 2014): 133–42. http://dx.doi.org/10.4028/www.scientific.net/amm.667.133.

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One challenge to the retrieval process of Named Data Network (NDN) is to take advantage of largely distributed copies in in-network caches. Potential based routing (PBR) uses a potential field defined in the network to facilitate routing data packet towards a desired location is an effective solution. But due to the characteristics of “Volatilize and Dynamic Update” on caches, there exist problems of high request failure rate and transmission delay in real applications. This paper proposes a novel distributed PBR scheme with prioritized connection probability of the nodes calculated by the pop

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7

Banda, Devender R., John T. Neisworth, and David L. Lee. "High-Probability Request Sequences and Young Children: Enhancing Compliance." Child & Family Behavior Therapy 25, no. 2 (2003): 17–29. http://dx.doi.org/10.1300/j019v25n02_02.

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Maag, John W. "Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?" Journal of Education and Learning 9, no. 2 (2020): 1. http://dx.doi.org/10.5539/jel.v9n2p1.

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High probability request (high-p) sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any teacher to implement as compared to developing a token economy, behavioral contract, or conducting a functional behavioral assessment which are intensive and require expertise in applied behavior analysis. However, high-p request sequences may not be as low-inte

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9

Hughes, James. "A PILOT STUDY OF NATURALLY OCCURRING HIGH-PROBABILITY REQUEST SEQUENCES IN HOSTAGE NEGOTIATIONS." Journal of Applied Behavior Analysis 42, no. 2 (2009): 491–96. http://dx.doi.org/10.1901/jaba.2009.42-491.

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10

Lee, David L. "Increasing Compliance: A Quantitative Synthesis of Applied Research on High-Probability Request Sequences." Exceptionality 13, no. 3 (2005): 141–54. http://dx.doi.org/10.1207/s15327035ex1303_1.

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Dissertations / Theses on the topic "High-probability request sequence"

1

Jung, Sunhwa. "Using high-probability request sequences to increase social interactions in young children with autism." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1062126243.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 283 p.; also includes graphics. Includes abstract and vita. Advisor: Dianae, Sainato, School of Physical Activity and Educational Services. Includes bibliographical references (p. 220-227).

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2

Killu, Kim. "Effect of a high-probability request sequence on compliant responding and the latency to respond to requests of preschool children with developmental delays /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541734145.

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3

Carpentieri, Michelle Lee. "The Effect of High-Probability Request Sequences on Latency to Comply with Instructions to Transition in a Child With Severe Mental Retardation." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33138/.

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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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4

Chavez, Melissa Marie. "The impact of using high-probability request sequence interventions to increase compliance behaviors, writing production, and writing quality in students with emotional and behavioral disorders." 2013. http://hdl.handle.net/2152/21201.

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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

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