Using high-p intervention to reduce difficulties in task transition for children with autism.

Abstract

Difficulties with task transition is a problem that cannot be neglected as it interferes with instruction times. This study extended the use of high probability request sequence (high-p) intervention to reduce challenging behavior and latency to transition for children with autism. Using ABAB design, the efficacy of high-p intervention was evaluated. The intervention had some impact on the reduction of challenging behavior and latency to transition from a preferred to a non-preferred activity. However, the high degree of variability and overlap of the data indicated that high-p was ineffective in reducing difficulties in task transition overall.