About This Study

This research explored how a common ABA teaching strategy called a high-probability request sequence can help improve engagement and learning during instruction for young children with autism.

High-probability requests are simple tasks that a child is likely to complete successfully, such as clapping hands or raising their arms. These tasks are presented before a more difficult learning task. The idea is that completing several easy tasks first helps build momentum and increases the likelihood that the child will stay engaged with the next instruction.

This study examined whether using a high-probability request sequence before teaching tasks could increase:

• Visual orienting to the instructor (looking toward the teacher’s face before instruction)
• Accuracy when completing instructional tasks

Why Visual Orienting Matters

For many young learners with autism, looking toward the instructor before a task is presented is an important observing response. When a child looks at the instructor, they are more likely to notice important cues such as:

• spoken instructions
• facial expressions
• gestures
• other signals that help guide learning

When this response is missing, it can limit access to important information needed to learn new skills.

What the Study Found

The study compared teaching sessions that included a high-probability request sequence with sessions that did not.

Results showed:

• Children oriented toward the instructor 85% of the time when high-probability requests were used
• In sessions without the strategy, orienting occurred 36% of the time
• Instructional accuracy was also higher when high-probability requests were used

These findings suggest that presenting several easy tasks before a teaching trial may help children become more ready to learn.

Why This Matters

These results provide early evidence that high-probability request sequences may support instructional readiness, not just compliance.

By increasing a child’s likelihood of looking toward the instructor before a task begins, this strategy may help learners better access the information needed to understand and respond to instruction.

More research is needed with additional participants, but the findings highlight how thoughtful teaching strategies can support engagement and learning for young children with autism.

Citation

Sarokoff, R. A., Mahoney, M. A., El-Roy, D., & Planer DeTiberiis, J.
Effects of a High-Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism.
Behavioral Interventions.