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.