Use of a high-probability instructional sequence to increase compliance to feeding demands in the absence of escape extinction

Meeta Patel, Gregory K. Reed, Cathleen C. Piazza, Michael Mueller, Melanie H. Bachmeyer, Stacy A. Layer

Research output: Contribution to journalArticle

33 Scopus citations

Abstract

We evaluated the effects of a high-probability (high-p) instructional sequence on the feeding-related compliance (food acceptance) of a young boy diagnosed with a feeding disorder. The high-p sequence consisted of three presentations of an empty spoon; the low-probability (low-p) instruction was the presentation of a spoon with food. Results showed that acceptance of food increased in the presence and not the absence of the high-p sequence. Data are discussed in terms of the role of high-p instructional sequences in the treatment of feeding problems.

Original languageEnglish (US)
Pages (from-to)305-310
Number of pages6
JournalBehavioral Interventions
Volume22
Issue number4
DOIs
StatePublished - Nov 1 2007

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)
  • Psychiatry and Mental health

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