A Comparison of Two Variations of the High-Probability Instructional Sequence with a Child with Autism

Children who engage in low rates of compliance can be at a, serious disadvantage relative to peers in important areas of learning, and also be at risk for more restrictive placements and long-term dependence on others more generally. One intervention, the high-probability (high-p) instructional sequence, has involved a variety of results. There is still much to learn about the mechanisms responsible for behavior change in high-p sequences. The present study compared two variations of the high-p sequence: maintenance and leisure high-p tasks, on the compliance of a young child with autism. Results indicated that compliance with low-p tasks was higher in the leisure high-p condition relative to the maintenance high-p condition across all three tasks. Implications for understanding the mechanisms responsible for behavior change in high-p sequences are provided.