Effects of a High‐Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism.
This study evaluated the effects of a high‐probability (high‐p) request sequence on visual orienting to the instructor and response accuracy during discrete trial teaching (DTT) for a 3.5‐year‐old child with autism spectrum disorder (ASD). High‐p sequences involve presenting several simple, high‐lik...
| Published in: | Behavioral Interventions Vol. 41; no. 2; pp. 1 - 7 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193322090&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193322090 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10720847 BUJ jtl: Behavioral Interventions issn: 10720847 maglogo: Y pubinfo: dt: Apr2026 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 193322090 193322090 193322090 10.1002/bin.70086 193322090 ppf: 1 ppct: 6 formats: tig: atl: Effects of a High‐Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism. aug: au: Sarokoff, Randi A. Mahoney, Megan A. El‐Roy, Daphna DeTiberiis, Jilian Planer affil: Kean University, Union New Jersey, , USA sug: subj: Autism Spectrum Disorder Rehabilitation Behavior Therapy Methods Learning Teaching Methods Visual Perception Evaluation Social Behavior Eye Movements Evaluation Task Performance and Analysis Faculty-Student Relations Child Human Descriptive Statistics Child, Preschool Attention Reinforcement (Psychology) Conditioning (Psychology) Child Development Child: 6-12 years Child, Preschool: 2-5 years ab: This study evaluated the effects of a high‐probability (high‐p) request sequence on visual orienting to the instructor and response accuracy during discrete trial teaching (DTT) for a 3.5‐year‐old child with autism spectrum disorder (ASD). High‐p sequences involve presenting several simple, high‐likelihood responses prior to a task less likely to be completed (low‐probability; low‐p task). Although high‐p procedures have demonstrated effectiveness in increasing compliance, few studies have examined their effects on observing responses or instructional accuracy. Using an alternating treatments design, we compared visual orienting (defined as eyes open and gaze directed toward the instructor's face for at least 1 s within 5 s prior to SD delivery) and response accuracy across conditions with and without a high‐p sequence. The high‐p condition was associated with consistently higher levels of visual orienting (M = 85%) compared to the low‐p condition (M = 36%), with minimal data overlap. Response accuracy was higher in the high‐p condition (M = 72%) relative to the low‐p condition (M = 57%), although overlap and variability were observed. These findings provide preliminary evidence that high‐p sequences may increase observing responses that support instructional readiness. Limitations related to the identification and measurement of high‐p instructions are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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