Transferring stimulus control via momentum to increase compliance in a student with autism: A demonstration of collaborative consultation

Previous research on behavioral momentum has focused upon increasing compli ance across commands, demands, or requests (i.e., increasing compliance wit h low probability commands). The current study extended research on behavio ral momentum by demonstrating how it could be used to transfer stimulus con trol across people. A series of antecedent parent-issued commands (i.e., hi gh-probability commands) were used to increase compliance with teacher-issu ed commands (i.e., low-probability commands) in a student with autism. The interval between the series of high-probability and low-probability command s was gradually increased and the ratio of high-probability to low-probabil ity commands was gradually reduced. These fading procedures may have contri buted to the maintenance and generalization of intervention effects. Result s are discussed in terms of collaborative interventions, stimulus control t ransfer, behavioral momentum, generalization, maintenance and the scientist -practitioner model of school psychology.