Abstract

Studies have shown that compliance while transitioning from one activity to another increases the amount of time than can be spent engaging in academic learning. Furthermore, studies have also examined the use of interventions and techniques whose goal is to increase compliance while transitioning in a classroom setting. However, little literature exists in examining the utility of using a sequence of high probability requests to decrease problem behavior and tantrums during transitioning. A sequence of high probability requests is a sequence of requests given in which the child or participant has a high probability or high likelihood of correctly complying with. A sequence of high probability requests consists of giving demands with which the individual has a high probability to comply. The goal of the present study was to use an AB withdrawal design to investigate the effectiveness of increasing compliance while transitioning by presenting a sequence of high probability requests by classroom tutors immediately prior to presenting a request to transition from a preferred activity to a non-preferred or less preferred activity. Results of the study show that a sequence of high-probability requests preceding a request to transition increases compliance while transitioning.