High-probability Request Sequence Research Articles

High-Probability Request Sequence to Increase Compliance of Children With Autism Spectrum Disorder: A Meta-Analysis

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the presentation of two-to-five easy or known tasks with a high probability of compliance immediately before requesting tasks with a low probability of compliance. The purpose of the current meta-analysis was to review the literature in the last 40 years on high- p request sequences as an intervention to improve compliance in children with autism spectrum disorder (ASD). Specifically, we examined the methodological rigor of the high-p single-case research for students with autism, identified the descriptive characteristics of these studies, and estimated treatment effects with Tau- U to determine whether HPRS is an evidence-based practice (EBP) for increasing compliance in children with ASD. Our results showed that HPRS is a very effective practice in increasing compliance in children with ASD (Tau- U = .87) and a promising EBP for improving compliance in children with ASD. Implications for future research and practice are discussed.

Teaching a child with an autism spectrum disorder to read the hour in analog clocks by using a high-probability request sequences procedure

Teaching a child with an autism spectrum disorder to read the hour in analog clocks by using a high-probability request sequences procedure

A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence

Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.

Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?

High probability request (high-p) sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any teacher to implement as compared to developing a token economy, behavioral contract, or conducting a functional behavioral assessment which are intensive and require expertise in applied behavior analysis. However, high-p request sequences may not be as low-intensity as has been depicted. There are several subtleties for implementing them effectively that teachers would not automatically understand. Also, an examination of the research may raise concerns how well this intervention translates into practice. The purpose of this articles is to provide foundational and theoretical information that is often overlooked when researching and implementing high-p request sequences, describe different techniques for building behavioral momentum, address issues translating research into practice, discuss problems in following published implementation steps, and offering an alternative approach for engendering student compliance.

Case study of haircutting to an autistic child using high-probability request sequences

Case study of haircutting to an autistic child using high-probability request sequences

Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base

We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.

High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using HPRS in schools. Throughout, we offer lessons from practitioners who have used HPRS with students, including those at risk for emotional and behavioral disorders.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

Using High-Probability Request Sequences to Increase Eating Nonpreferred Foods in a Child with Autism Spectrum Disorder

Using High-Probability Request Sequences to Increase Eating Nonpreferred Foods in a Child with Autism Spectrum Disorder

The use of behavioral skills training and in situ feedback to protect children with autism from abduction lures.

We examined the effects of behavioral skills training with in situ feedback on safe responding by children with autism to abduction lures that were presented after a high-probability (high-p) request sequence. This sequence was intended to simulate a grooming or recruitment process. Results show that all 3 participants ultimately acquired the safety response to abduction lures presented after a high-p sequence and maintained the safety response at a 1-month follow-up.

The Effects of Instruction Using High-Probability Request Sequences on Words Writing Performance and Achievement of Elementary Students with Disabilities

The Effects of Instruction Using High-Probability Request Sequences on Words Writing Performance and Achievement of Elementary Students with Disabilities

Increasing compliance of children with autism: Effects of programmed reinforcement for high-probability requests and varied inter-instruction intervals

Research on the high-probability (high- p) request sequence shows that compliance with low-probability (low- p) requests generally increases when preceded by a series of high- p requests. Few studies have conducted formal preference assessments to identify the consequences used for compliance, which may partly explain treatment failures, and still fewer have examined the impact of programmed reinforcement for compliance to high- p requests. The present study first investigated the effects of high- p request sequences, with and without programmed reinforcement, on compliance to low- p requests using a reversal design with three children with autism. Preferred stimuli were identified via formal reinforcer preference assessments, and compliance, latency to compliance, and task completion time were measured. Results demonstrated high- p request sequences were most effective in increasing compliance and reducing compliance latency and task completion time when implemented with programmed reinforcement. Generalization probes conducted with a second trainer indicated that compliance occurred for all but one of the participants’ low- p requests. The further effects of inter-instruction intervals (10 s and 5 s) were examined using a combined alternating treatments and reversal design with one participant. Results demonstrated high- p request sequences were most effective in increasing compliance when implemented with 5 s inter-instruction intervals and with programmed reinforcement.

INCREASING COMPLIANCE WITH MEDICAL EXAMINATION REQUESTS DIRECTED TO CHILDREN WITH AUTISM: EFFECTS OF A HIGH‐PROBABILITY REQUEST PROCEDURE

The purpose of this study was to evaluate the effectiveness of a high-probability (high-p) request sequence as a means of increasing compliance with medical examination tasks. Participants were children who had been diagnosed with autism and who exhibited noncompliance during general medical examinations. The inclusion of the high-p request sequence effectively increased compliance with medical examination tasks. In addition, the procedure was efficient, could be implemented by parents and medical professionals, and did not involve aversive procedures.

A PILOT STUDY OF NATURALLY OCCURRING HIGH‐PROBABILITY REQUEST SEQUENCES IN HOSTAGE NEGOTIATIONS

In the current study, the audiotapes from three hostage-taking situations were analyzed. Hostage negotiator requests to the hostage taker were characterized as either high or low probability. The results suggested that hostage-taker compliance to a hostage negotiator's low-probability request was more likely when a series of complied-with high-probability requests preceded the low-probability request. However, two of the three hostage-taking situations ended violently; therefore, the implications of the high-probability request sequence for hostage-taking situations should be assessed in future research.

Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism

We investigated the effects of an intervention using high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in a classroom. The effects of the intervention on compliant responding to social requests and social behaviors were monitored using a single-subject multiple baseline design across children. Additionally, social validity regarding the intervention goals, procedures, and outcomes was measured by relevant consumers. The results of this study indicate that all three children's compliant responding to low-probability requests and social behaviors increased with the intervention and were maintained. Furthermore, the target children's social behaviors generalized to untrained peers and nontraining settings. The social validity results indicated a high level of consumer acceptability and usability among relevant consumers.

Using Pre and Post Low-p Latency to Assess Behavioral Momentum: A Preliminary Investigation

Delivering high-probability (high-p) request sequences is an effective method to increase compliance across settings. To date, researchers have used frequency of compliance and latency to initiate low-probability (low-p) requests to document these effects. Both measures focus on events just prior to and during the low-p task. In these two studies we examined a third possible example of high-p effects, time from the end of a low-p task to the initiation of subsequent high-p tasks, across both traditional high-p and high-p with added incentives conditions. Overall, we found that the latency from high-p to low-p tasks was shorter than the latency from low-p to subsequent high-p tasks, indicating a momentum effect across four children (two with academic difficulties and two without). The results are explained in terms of behavioral momentum and local reinforcement rates.

Increasing Compliance: A Quantitative Synthesis of Applied Research on High-Probability Request Sequences

Methods to enhance compliance is a topic of great interest to practitioners serving children and adults both with and without disabilities. High-probability (high-p) request sequences are one way practitioners can prevent episodes of noncompliant behavior. Based on the theory of behavioral momentum, high-p request sequences consist of delivering a series of requests to a student that generally results in compliance (high-p) just prior to a request with a low-probability (low-p) of compliance. The purpose of this meta-analysis was to quantitatively synthesize the effects of high-p request sequences on low-p behaviors across different categories of participants, settings, and procedural variations. Overall, high-p request sequences were found to be an effective method to increase compliance. Implications for both research and practice are discussed.

High-Probability Request Sequences and Young Children: Enhancing Compliance

ABSTRACT High-probability request sequencing is an emerging ABA technique. Increasingly, studies are being conducted on the use of this technique as a means to increase compliance in persons with and without disabilities. Sixteen published empirical studies are reviewed in which high-probability request sequencing was used to increase compliance to requests in children 8 years of age and younger; results across the studies show effectiveness of the technique. A theoretical framework, methodological adequacies, utility, and implications for research are addressed.

Using High-Probability Request Sequences to Increase Journal Writing

Written expression is a key aspect of academic success. Programs to enhance writing skills often rely on a feedback loop that consists of student production (i.e., get something on paper) and teacher feedback. Unfortunately, some students fail to produce enough written product so that the teacher can give constructive feedback. The purpose of this study was to examine two methods to increase the written word production of four students with difficulties in written expression. In the verbal prompt condition, students were given verbal prompts by their teacher to resume writing in their journals after the student stopped writing for approximately one min. In the high-p request condition, the teacher asked students to write a series of three words that typically occasioned compliance prior to asking the student to resume journal writing. Both interventions were assessed within the context of verbal praise and no verbal praise. Results suggested that both interventions increased the number of words written, particularly in the verbal praise condition. However, the high-p request sequence was more efficient and produced writing behavior that was more persistent across sessions. Results are discussed within the context of the theory of behavioral momentum.

Teaching Children with Severe Disabilities to Utilize Nonobligatory Conversational Opportunities: An Application of High-Probability Requests

Two children with severe disabilities who used electronic communication aids were taught to extend conversations as a result of implementation of an intervention strategy based on high-probability request sequences. Both participants had been selected as a result of the discrepancy between their propensity to respond to obligatory conversational bids (e.g., a question such as “What did you do at recess?”) and their propensity to refrain from responding to nonobligatory conversational bids (e.g., comments such as “I played kickball at recess”). Both learners' conversational maintenance skills improved as a result of the procedure. Educational implications are discussed.