Evaluating the High-Probability Instructional Sequence to Increase the Acceptance of Foods with an Adolescent with Autism

Ewry, Danielle M.; Fryling, Mitch J.

doi:10.1007/s40617-015-0098-4

Cited by 21 publications

(26 citation statements)

References 8 publications

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“…The authors found that the procedure was effective to increase acceptance of three different foods, supporting the notion that topographic similarity may be an important factor in the effectiveness of the sequence. More recently, Ewry and Fryling () replicated Patel et al with an adolescent boy with autism. The results indicated that the high‐p instructional sequence was effective to increase compliance to the low‐p instruction.…”

mentioning

confidence: 85%

The effects of high‐p and low‐p instruction similarity on compliance among young children

Lipschultz

Wilder

Ertel

et al. 2018

J of App Behav Analysis

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The high-probability (high-p) instructional sequence involves the delivery of a series of high-probability instructions immediately before delivery of a low-probability or target instruction. It has been shown to be efficacious for treating noncompliance among children and individuals with intellectual disabilities. Previous research (Esch & Fryling, ) has suggested that matching the topography of the response required to comply with high-p instructions with the topography of the response required to comply with the low-p instruction in the sequence may lead to greater increases in compliance with the low-p instruction. In this study, we compared high-p instructions that required both similar and dissimilar responses to two topographies of low-p instructions (motor and vocal) among two young children. Results suggested that the topography of the response required by the high-p instructions did not affect levels of compliance with low-p instructions for either participant. Implications of these findings and directions for future research are discussed.

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mentioning

confidence: 85%

The effects of high‐p and low‐p instruction similarity on compliance among young children

Lipschultz

Wilder

Ertel

et al. 2018

J of App Behav Analysis

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“…Thus, it is possible that successful applications of the Hi P sequence, as well as other antecedent interventions, depend upon the presence or absence and severity of IMB. Indeed, successful applications of the Hi P sequence in the feeding literature have involved participants who do not engage IMB (e.g., Ewry & Fryling, ; Meier et al, ; Patel et al, ). The present study is consistent with this, as John engaged in very little IMB throughout the evaluation.…”

Section: Discussionmentioning

confidence: 99%

“…Results showed that the Hi P sequence improved acceptance across three foods and that acceptance remained high, whereas the Hi P sequence was faded for two of the three foods. Recently, the results of Meier et al were systematically replicated by Ewry and Fryling () with an adolescent with ASD. Again, a Hi P sequence involving bites of preferred food (i.e., a topographically similar Hi P sequence) was used and found to improve feeding behavior.…”

Section: Introductionmentioning

confidence: 92%

Comparing two variations of the high‐probability instructional sequence to improve food consumption with a child with autism

Trejo

Fryling

2018

Behavioral Interventions

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The present study evaluates the effects of two variations of the high-probability (Hi P) instructional sequence with a child with autism spectrum disorder. In one variation, the Hi P task was topographically similar to the low-probability task of food consumption, whereas the second variation involved Hi P tasks that were not topographically similar to the low-probability task. Results show that both variations of the Hi P sequence were effective at improving consumption and reducing inappropriate mealtime behavior. The participant's mother chose a preferred variation of the Hi P intervention to pursue systematic fading with, the topographically similar Hi P sequence. Consumption remained high and inappropriate mealtime behavior remained low throughout the fading process. Implications for continued research and practice in the area of feeding intervention are provided. KEYWORDS autism spectrum disorder, dietary variety, feeding problems, food selectivity, high-probability instructional sequence

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“…This approach is similar to the interspersal method except the high-p sequence typically appears before any low-p sequence. For example, Ewry and Fryling (2016) wanted to increase the acceptance of different food with an adolescent with autism by first giving him high-p foods followed by low-p foods, but the request was the same in each condition: "take a bite." The third approach is the only one that exclusively uses successively different high-p requests (i.e., directions) before the low-p request is presented and is much more difficult to implement effectively than is often portrayed in the literature.…”

Section: Momentum Of Compliance Techniquesmentioning

confidence: 99%

Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?

Maag¹

2020

JEL

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High probability request (high-p) sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any teacher to implement as compared to developing a token economy, behavioral contract, or conducting a functional behavioral assessment which are intensive and require expertise in applied behavior analysis. However, high-p request sequences may not be as low-intensity as has been depicted. There are several subtleties for implementing them effectively that teachers would not automatically understand. Also, an examination of the research may raise concerns how well this intervention translates into practice. The purpose of this articles is to provide foundational and theoretical information that is often overlooked when researching and implementing high-p request sequences, describe different techniques for building behavioral momentum, address issues translating research into practice, discuss problems in following published implementation steps, and offering an alternative approach for engendering student compliance.

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Evaluating the High-Probability Instructional Sequence to Increase the Acceptance of Foods with an Adolescent with Autism

Cited by 21 publications

References 8 publications

The effects of high‐p and low‐p instruction similarity on compliance among young children

The effects of high‐p and low‐p instruction similarity on compliance among young children

Comparing two variations of the high‐probability instructional sequence to improve food consumption with a child with autism

Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?

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