Case Study: Evaluating the Impact of Preference on the Efficacy of the High ProbabilityInstructional Sequence

Non-compliance is a common behavior amongst children with ASD (Esch & Fryling, 2013). Non-compliance is known to have multiple negative consequences, including the hinderance of acquisition of skills which then can result in academic and social deficits (Belfiore et al., 2008; Esch & Fryling, 2013; Lee et al., 2006). Therefore, the purpose of this study was to compare two high-probability instructional sequence (HPIS) conditions, one in which highly preferred high-probability instructions (High-P) were included in the HPIS and another in which the HPIS included non-preferred High-P instructions. Furthermore, this study used a questionnaire to assess sociality validity of HPIS from caregivers and clinicians. HPIS was effective with a 6-year-old child diagnosed with autism spectrum disorder Each HPIS sequence included three high-probability and one low-probability instruction Preference for the high-probability instruction impacted impact outcomes Clinician rated both HPIS interventions as socially valid and effectiv