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dc.contributor.authorLeathen, Nancy
dc.date.accessioned2019-10-04T18:35:12Z
dc.date.available2019-10-04T18:35:12Z
dc.identifier.urihttp://hdl.handle.net/10464/14538
dc.description.abstractThe high-probability (high-p) instructional sequence is a non-intrusive procedure involving the presentation of a series of high-p instructions followed by 1 low-probability instruction. To date, 9 studies – with mixed findings – examined its effectiveness to treat food selectivity in children. We used a multielement within a reversal design to compare the effectiveness and efficiency of 2 iterations of the high-p sequence to increase food consumption in 2 food-selective children: high- p with preferred food on a spoon and high-p with an empty spoon. For both participants, neither high-p sequence alone increased consumption. For one participant, consumption increased in the high-p empty spoon condition with the introduction of non-removal of the spoon (NRS). For the other participant, consumption initially increased in the high-p with food condition with the introduction of NRS plus re-presentation but subsequently decreased. Results are discussed within the context of treatment implications and suggestions for future research.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjecthigh-probability instructional sequenceen_US
dc.subjectfood selectivityen_US
dc.subjectnon-removal of the spoonen_US
dc.subjectre-presentationen_US
dc.titleComparing the High-Probability Instructional Sequence with and without Food to Increase Consumption of Nonpreferred Foods in Children with Food Selectivityen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameM.A. Applied Disability Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentCenter for Applied Disability Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
refterms.dateFOA2021-08-18T01:52:36Z


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