Comparing two variations of the high-probability instructional sequence to improve food consumption with a child with autism

2018 ◽  
Vol 33 (4) ◽  
pp. 448-454 ◽  
Author(s):  
Mayra J. Trejo ◽  
Mitch J. Fryling
Keyword(s):  
Food Consumption ◽  
High Probability ◽  
Instructional Sequence

Failure to Replicate the Effects of the High-Probability Instructional Sequence on Feeding in Children With Autism and Food Selectivity

2018 ◽  
Vol 43 (5) ◽  
pp. 734-762 ◽  
Author(s):  
Bryant C. Silbaugh ◽  
Samantha Swinnea
Keyword(s):  
Applied Behavior Analysis ◽  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
High Probability ◽  
Children With Autism ◽  
Food Selectivity ◽  
Instructional Sequence ◽  
Feeding Problems ◽  
Experimental Control ◽  
Positive Effects

Behavioral intervention has positive effects on feeding problems of children with autism and food selectivity (FS), and researchers have evaluated a variety of specific behavioral interventions. Confidence in the effects of some specific interventions on feeding such as the high-probability instructional sequence (HPS) is limited by a lack of replication. Therefore, we assessed the generality of the HPS by replicating the intervention in children with autism and FS. Contrary to prior research, the HPS did not improve feeding responses for three consecutive children enrolled in the study. We discuss the results in relation to publishing failures to replicate without experimental control in applied behavior analysis research.

The Effect of Various High-Probability to Low-Probability Instruction Ratios During the Use of the High-Probability Instructional Sequence

2018 ◽  
Vol 43 (5) ◽  
pp. 639-655 ◽  
Author(s):  
Hallie Ertel ◽  
David A. Wilder ◽  
Ansley Hodges ◽  
LeAnn Hurtado
Keyword(s):  
Intellectual Disabilities ◽  
High Probability ◽  
Children With Autism ◽  
Future Research ◽  
Instructional Sequence ◽  
Low Probability ◽  
Individuals With Intellectual Disabilities

The high-probability (high-p) instructional sequence, which involves the delivery of a series of high-p instructions immediately before delivery of a low-probability (low-p) instruction, is a commonly used procedure to increase compliance among children and individuals with intellectual disabilities. Although the modal ratio of high-p instructions to low-p instructions is 3:1, other ratios may be more effective. In the current study, we compared three ratios of high-p with low-p instructions (i.e., 1:1, 3:1, and 5:1) during use of the high-p instructional sequence to increase compliance among three children with autism. Results suggest that the high-p sequence was effective to increase compliance for two of three participants and that the 5:1 ratio was most effective overall, although differences among ratios were slight for some participants. Implications of these findings and directions for future research are discussed.

Further evaluation of the high-probability instructional sequence with and without programmed reinforcement

2015 ◽  
Vol 48 (3) ◽  
pp. 511-522 ◽  
Author(s):  
David A. Wilder ◽  
Lina Majdalany ◽  
Latasha Sturkie ◽  
Lindsay Smeltz
Keyword(s):  
High Probability ◽  
Instructional Sequence

Effects of the High-Probability Instructional Sequence in Children With Feeding Disorders: A Synthesis

2019 ◽  
Vol 44 (6) ◽  
pp. 927-954
Author(s):  
Bryant C. Silbaugh ◽  
Gabriela A. Calderon ◽  
Varsovia Hernandez Eslava
Keyword(s):  
Special Education ◽  
High Probability ◽  
Evidence Based Practice ◽  
Current Evidence ◽  
Feeding Disorders ◽  
Instructional Sequence ◽  
Evidence Based ◽  
Feeding Problems ◽  
Older Children ◽  
Study Characteristics

The high-probability (high-p) instructional sequence is an intervention commonly used to increase compliance in a variety of skill domains, including compliance with low-probability (low-p) mealtime demands in children with pediatric feeding disorders. However, the effects of the high-p sequence on feeding have varied across studies, a systematic synthesis of the literature to guide practice and further research is lacking, and whether the high-p sequence, as an intervention for feeding problems, meets current evidence-based practice standards in special education is unknown. First, we conducted a systematic multistep search, identified seven studies that met inclusion criteria, and synthesized participant and study characteristics. Then we compared the evidence with the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. The results suggest that (a) the high-p sequence can improve compliance with low-p mealtime demands in young children with feeding disorders but that more research is needed to clarify relevant contexts and for whom the intervention is likely to be effective, (b) additional research should examine the effects of the high-p sequence on feeding in older children or adults with disabilities as more intrusive procedures based on escape extinction become inappropriate, and (c) the evidence falls short of meeting the CEC standards for an evidence-based practice. We conclude with preliminary practice guidelines.

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