Effects of high-probability requests on the social interactions of young children with severe disabilities.

The team worked with three preschoolers who had severe disabilities. Each child rarely started play or talked with peers.

Teachers first gave three to five easy requests the kids usually obeyed. Examples were "clap hands" or "pass me the truck." Right after the child obeyed, the teacher gave a harder request: "ask Maya to play."

The study used a multiple-baseline design across children. This means each child started the procedure at a different time.

All three children began to start play and talk with peers far more often. The gains were large and lasted after the teachers stopped the procedure.

The children also used the new skills with different toys and different classmates. This shows the skills generalized.

Baer et al. (1984) used the same design ten years earlier. They taught yes/no answers instead of social starts. Both studies show quick gains when teaching is embedded in real classroom moments.

Laposa et al. (2017) later moved the idea to high school. They used peer networks instead of high-p requests. Both methods boosted social contacts for students with severe disabilities, proving the goal can be met at any age.

Emmelkamp et al. (1986) gave withdrawn kindergarteners a classroom helper role. That role also lifted social starts, showing there is more than one path to the same outcome.

You can add high-probability request sequences to any preschool circle time. No extra staff or gear is needed. Start with quick, easy directions the child already follows. Then slide in a social request like "tap a friend" or "say come play." The child gets momentum from success and is more likely to try the hard step. Use it for kids who hover at the edge of the group and watch social play take off.