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Step 1- Identify and operationally define the targeted low-probability behavior

·       Identify the low probability behavior (i.e. increased work completion)

·       Define the behavior

o   Include a label, definition, and examples and non-examples.

Step 2- Generate a list of several high-probability behaviors that are similar to the desired low-p behaviors.

·       Have a list of active responding high-p behaviors (touch your nose, write the word happy) and then give them the low-p behaviors.

Step 3- Test the behaviors by giving the requests 10 times each.

·       Test the probability of the behavior 10 times.

o   If less than 50% - low-p

o   If more than 80% high-p

Step 4- Administer three to five high-p requests in succession, followed by praise for demonstrating the target behavior.
Step 5- Deliver the low-p request within 10 seconds of the last high-p responses

·       i.e. three single digit math facts followed by one multiple-digit math

Step 6- Praise the low-p behavior upon completion or demonstration

·       Provide behavior specific praise for the student’s completion

Step 7- Offer stakeholders an opportunity to give feedback on the use of high-p strategy.

·       Teachers, parents, students, and support staff to provide opinions on the goals, procedures, and outcomes. Encourage them to provide with strengths and weaknesses for the intervention.

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This intervention is also known as behavioral momentum. This is an antecedent intervention for students who have difficulty with compliance. The idea is to provide the student with 3-4 simple,...

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Christine Vaughan, Katherine Herrera, Chen Shi, Megan Williams

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- Teacher proactive serve to provide a context for appropriate responding and reinforcement for the desired response or behavior

Eg.,  When teacher gather students at circle time on the carpet:
Ineffectiveness:   "please put your hands in your lap!"
Effectiveness:     "Open, Shut Them/Open, Shut Them/Give a little clap!! Open, Shut Them/Open, Shut Them/ Put Them in Your lap!!! "

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"High-probability request sequence" is a term used to describe one of several strategies which are used by educators and others to promote and maintain appropriate behaviors in children and in adults with developmental disabilities.

Teachers or adults begin with requests that have a high chance of the child complying. Then after a few they request something with a low chance of the child complying

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-having to select something a student does correctly and quickly.
-building momentum before frustration.

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-allows students to encounter success through the teacher's behavior specific praise.
-rise in student momentum