Reference no: EM133607948

Assignment:

Part 1:

Please answer the following questions:

1. Define the high-p request sequence. What is it also referred to as?

2. Provide an example of the high-p request sequence implementation.

3. Describe how the request sequence is implemented with respect to high-probability vs. low probability behavior.

4. How does the high-p request sequence differ from Premack Principle?

Part 2:

Based on the following article:

Boelter, E.W., Wacker, D.P, Call, N.A, Ringdahi, J.E., & Kopelman, T. (2007). Effects of antecedent variables on disruptive behavior and accurate responding in young children in outpatient settings. Journal of Applied Behavior Analysis, 40, 321 - 326.

Please answer the following questions:

1. What was the purpose of Boelter et al. (2007) study (p. 322)? You must state this in your own words.

2. Phase 1 of this study involved presenting the participants with preferred task directives (e.g. instructed to play with toys) using 1 or 3-step instructions. Why did the researchers do this?

3. In phase 2 of the study, the researchers manipulated antecedent variables, such as parent delivery of instructions and task material preference. Why did the researchers do this?

Part 3:

Based on the following article:

Planer, J., DeBar, R., Progar, P., Reeve, K., & Sarokoff, R. (2018). Evaluating tasks within a high-probability request sequence in children with autism spectrum disorder. Behavioral Interventions, 33(4), 1-11

Please answer the following questions:

1. What was the purpose of the study conducted by Planer and colleagues (in your own words; see p. 3)?

2. Describe the difference between the relevant and irrelevant high-p tasks. How were each chosen?

3. What was the overall result of the study? In other words, did they find that one (relevant vs irrelevant) had more effect on behavior change? Describe.