Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder

The antecedent-based strategy, known as the high-probability (high-p) instructional sequence has been one effective way to facilitate teachers to prevent noncompliant behavior and increase acquisition of functional and adaptive behaviors for children with autism spectrum disorders (ASD). However, the outcomes of using the high-p instructional sequence as an intervention in school settings remain inconsistent. In this study, we examined the use of the high-p instructional sequence intervention during pre-academic and academic activities for three young children with ASD. Specifically, the study focused on examining the overall effects of the high-p instructional sequence on initiation and compliance to low-probability (low-p) instructions, the impact of using a differential reinforcement of alternative behavior (DRA) component in addition to the high-p instructional sequence, and maintenance of the improved behavior during a fading phase. A multiple-based across participants design was used to evaluate the intervention outcomes. The results indicated that for one of three participants, higher rates of compliance with low-p activity instructions were displayed during the high-p intervention alone phase and maintained above criterion level during high-p fading. For two children, adding DRA to high-p was necessary to increase initiation and compliance to criterion levels. Results suggest that the high-p intervention may be an effective antecedent-based intervention for children with ASD who already often initiate the low-p instruction, but who have difficulty completing tasks; however, for children with ASD who do not often initiate the low-p instruction, an additional intervention component such as DRA may be essential to increase compliance