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Steps from Article:
TABLE 6.2. Implementation Checklist for Success: High-Probability Request Sequences

•  Step 1: Identify and operationally clefine the targetecl low-probability (low-p) behavior.

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

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

•   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 response.

•   Step 6: Praise the low-p behavior upon compliance or demonstration.

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

Note. Based on high-p request strategy steps discussed by Ardoin et al. (1999); Davis et al., (1994); and Wehby and Hollahan (2000).

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Links to a Credible Website or Video Examples

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Links to a Credible Website or Video Examples

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(1463) EBP High Probability Request Sequence - YouTube

High-Probability Request Sequence & Behavioural Momentum - How to ABA

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High-probability Request Sequences  (High P)

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High-probability Request Sequences  (High P)

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Julia Di Memmo
Kelly Engle
Emily Morela

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High-Probability-Requests.pdf (uw.edu)

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* The focus of this chapter is on using one type of antecedent-based intervention called high-probability (high-p) request sequences (Mace et al., 1988).
* High-p requests are designed to increase the likelihood of students engaging in low-probability (low-I)) behaviors.

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This strategy should be used at the first sign of concern, before natural reinforcement allows the maladaptive behavior to become too effective.
Careful planning and preparation comes with using this strategy.

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This strategy allows students to encounter success through behavior-specific praise (BSP).
A positive and respectful way to support students with noncompliance and difficulties with engaging in class assignments.
This strategy can be used in any school setting in which there are specific behaviors to target.

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* In contrast, when students follow teacher directions (i.e., comply), they are more likely to display reduced levels of disruption, increased academic engaged time (AET), and more practice with peer interactions (Lane, Smither, Huseman, Guffey, & Fox, 2007).
* Noncompliant behaviors may be sustained when a teacher unintentionally reinforces the student's behavior by providing the escape of the nonpreferred activity or task (Umbreit et al., 2007).