Behavioral momentum in academics

Using embedded high-p sequences to increase academic productivity

David Lee, Phillip J. Belfiore, Mary Catherine Scheeler, Youjia Hua, Rachel Annette Smith

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high-p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high-p sequences with two academic tasks - letter-writing and mathematics problem completion. The results of these studies suggest that high-p sequences can be used to increase academic productivity. Moreover, the addition of experimenter-delivered reinforcers to existing high-p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed.

Original languageEnglish (US)
Pages (from-to)789-801
Number of pages13
JournalPsychology in the Schools
Volume41
Issue number7
DOIs
StatePublished - Sep 2004

Fingerprint

productivity
Efficiency
reinforcement
Compliance
persistence
Developmental Disabilities
Mathematics
disability
mathematics
experiment
Research
Reinforcement (Psychology)

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{50893e6e70cd4ccdb7964fd76e9c0040,
title = "Behavioral momentum in academics: Using embedded high-p sequences to increase academic productivity",
abstract = "The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high-p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high-p sequences with two academic tasks - letter-writing and mathematics problem completion. The results of these studies suggest that high-p sequences can be used to increase academic productivity. Moreover, the addition of experimenter-delivered reinforcers to existing high-p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed.",
author = "David Lee and Belfiore, {Phillip J.} and Scheeler, {Mary Catherine} and Youjia Hua and Smith, {Rachel Annette}",
year = "2004",
month = "9",
doi = "10.1002/pits.20014",
language = "English (US)",
volume = "41",
pages = "789--801",
journal = "Psychology in the Schools",
issn = "0033-3085",
publisher = "Wiley-Liss Inc.",
number = "7",

}

Behavioral momentum in academics : Using embedded high-p sequences to increase academic productivity. / Lee, David; Belfiore, Phillip J.; Scheeler, Mary Catherine; Hua, Youjia; Smith, Rachel Annette.

In: Psychology in the Schools, Vol. 41, No. 7, 09.2004, p. 789-801.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Behavioral momentum in academics

T2 - Using embedded high-p sequences to increase academic productivity

AU - Lee, David

AU - Belfiore, Phillip J.

AU - Scheeler, Mary Catherine

AU - Hua, Youjia

AU - Smith, Rachel Annette

PY - 2004/9

Y1 - 2004/9

N2 - The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high-p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high-p sequences with two academic tasks - letter-writing and mathematics problem completion. The results of these studies suggest that high-p sequences can be used to increase academic productivity. Moreover, the addition of experimenter-delivered reinforcers to existing high-p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed.

AB - The use of high-probability (high-p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high-probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high-p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high-p sequences with two academic tasks - letter-writing and mathematics problem completion. The results of these studies suggest that high-p sequences can be used to increase academic productivity. Moreover, the addition of experimenter-delivered reinforcers to existing high-p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed.

UR - http://www.scopus.com/inward/record.url?scp=4544221055&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=4544221055&partnerID=8YFLogxK

U2 - 10.1002/pits.20014

DO - 10.1002/pits.20014

M3 - Article

VL - 41

SP - 789

EP - 801

JO - Psychology in the Schools

JF - Psychology in the Schools

SN - 0033-3085

IS - 7

ER -