School Psychology Review

Transferring Stimulus Control Via Momentum to Increase Compliance in a Student With Autism: A Demonstration of Collaborative Consultation

Kimberly P. Ray, Christopher H. Skinner, T. Steuart Watson

pp. 622-628

Mini-Series: Assessment and Treatment of Children With Autism in the Schools

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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.