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Abstract
Previous research on behavioral momentum has focused upon increasing compliance across commands, demands, or requests (i.e., increasing compliance with low-probability commands). The current study extended research on behavioral momentum by demonstrating how it could be used to transfer stimulus control across people. A series of antecedent parent-issued commands (i.e., high-probability commands) were used to increase compliance with teacher-issued commands (i.e., low-probability commands) in a student with autism. The interval between the series of high-probability and low-probability commands was gradually increased and the ratio of high-probability to low-probability commands was gradually reduced. These fading procedures may have contributed to the maintenance and generalization of intervention effects. Results are discussed in terms of collaborative interventions, stimulus control transfer, behavioral momentum, generalization, maintenance and the scientist-practitioner model of school psychology.
Additional information
Notes on contributors
Kimberly P. Ray
Kimberly P. Ray received her PhD in School Psychology from Mississippi State University. She is currently Psychologist and Assistant Professor at the University of Mississippi Medical Center. Her research interests include the education and treatment of children with behavior disorders.
Christopher H. Skinner
Christopher Skinner, PhD, is Director and Professor of School Psychology programs at Mississippi State University. His research interests include the prevention and remediation of childrens' academic and social/emotional problems through the application of behavioral assessment and intervention procedures.
T. Steuart Watson
T. Steuart Watson, PhD, is Professor of School Psychology programs at Mississippi State University. Currently, he is a co-editor of the journal, Proven Practice: Prevention and Remediation Solutions for Schools. Steuart's research interests include applied behavior analysis, prevention of school violence, and pediatric school psychology.