Using the high-probability instructional sequence to improve initiation and completion of low-probability instructions in young autistic children.

Researchers tested a teaching strategy with three young autistic children where teachers give easy instructions first (that kids readily do) before harder ones. This helped all children start following difficult instructions better. One child also got better at finishing the hard tasks, but the other two had mixed results. The strategy might work best for children who try to follow instructions but have trouble finishing them.

This study investigated the high-probability instructional sequence intervention with three young autistic children in elementary schools. The intervention involves presenting high-probability instructions (that children readily follow) before low-probability instructions (that children typically resist). Using a nonconcurrent multiple-baseline design, researchers found strong effects on instruction initiation across all participants. Results varied for instruction completion: one child showed sustained improvements with successful fading of the intervention, while two children demonstrated variable completion performance.

The study suggests this antecedent-based intervention may be effective for autistic children who initiate but struggle to complete difficult instructions, with additional reinforcement potentially needed for some children.

High-probability instructional sequence appears promising for improving instruction initiation in young autistic children in school settings. Clinicians should consider individual compliance patterns when implementing this intervention and be prepared to add reinforcement strategies for children with low baseline initiation rates.

Small sample size of three participants limits generalizability. Variable completion results suggest intervention may not be universally effective. Unclear from abstract what specific participant characteristics predict better outcomes or when additional reinforcement strategies are needed.

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.