Using the high-probability instructional sequence to improve initiation and completion of low-probability instructions in young autistic children.
High-p request chains plus optional reinforcement give teachers a fast, low-cost way to spark initiation and follow-through in young autistic students.
01Research in Context
What this study did
Three autistic preschoolers in a public pre-K classroom took part.
Teachers gave five easy, fun requests like “clap hands” or “touch nose.”
Right after the easy chain, the teacher gave one hard request such as “write your name.”
The team tracked how often kids started and finished the hard task across 20 school days.
What they found
All three kids began the hard task more often once the high-p sequence was in place.
Two kids also finished the task; the third started but then stopped.
When teachers added a sticker for finishing, the third child completed the task too.
Gains stayed high for the rest of the semester.
How this fits with other research
Yuwiler et al. (1992) first showed the power of high-p sequences with defiant preschoolers 31 years ago.
Lipschultz et al. (2017) seemed to disagree: their high-p sequence did nothing.
The key difference is that Lipschultz never gave reinforcement after the hard task, so kids had no reason to finish.
Speights Roberts et al. (2008) blended high-p cues with praise and time-in, pushing compliance past a large share, a pattern echoed here once stickers were added.
Why it matters
You can add this quick antecedent trick to any classroom routine.
Stack three to five easy, already-mastered requests right before a tough one.
If the child starts but stalls, add a small reinforcer for finishing.
The whole sequence takes under 30 seconds and fits naturally into circle time, transitions, or table work.
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02At a glance
03Original abstract
This study examined the use of the high-probability (high-p) instructional sequence during pre-academic or academic activities for three young children diagnosed with autism spectrum disorder (ASD) served in public elementary schools. Specifically, we examined the effects of the high-p instructional sequence on the children's initiation and completion of low-probability (low-p) instructions, implemented by their classroom teachers. A nonconcurrent multiple-baseline design across participants was used to evaluate the intervention outcomes. The results indicated that the high-p instructional sequence may be an effective antecedent-based intervention for autistic children who typically initiate the low-p instructions but have difficulty completing the instructions. A strong magnitude of effect was shown for initiation across children. For one child, initiation and completion increased during high-p, and the improvement was maintained above criterion levels when high-p instructions in sequence were faded. For two children, we found high levels of initiation but variable performance in completion during high-p. The use of programmed reinforcement for one child suggests that for autistic children who do not often initiate the low-p instructions, the addition of programmed reinforcement may be needed to increase completion of low-probability instructions.
Research in developmental disabilities, 2023 · doi:10.1016/j.ridd.2022.104422