·       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.