G-13 High probability request sequence

Behavioral timing is a behavior modification technique used to increase compliance with difficult requests or tasks. The technique involves presenting a series of simple, easy requests or tasks in quick sequence before presenting the difficult request or task. The tasks or actions selected for the high probability sequence must:

• Be in the individual's current repertoire. This means that the individual must be able to perform the task or action successfully.

• Occur regularly when requested. This means that the individual must be motivated to perform the task or action.

• Be of very short duration. This means that the task or action should be easy to complete and should not require a lot of time or effort.

The behavioral moment is a non-aversive/hostile procedure used to:

• Reduce the great slowness in response. This is because the individual is motivated to complete the simple and easy tasks or actions, which gives them confidence and motivation to complete the difficult task or action.

• Improve compliance with difficult requests/tasks. This is because the individual is exposed to a series of successes, which helps them associate the difficult task or action with success.

• Decrease the amount of time to complete a task. This is because the individual is motivated to complete the simple and easy tasks or actions, which gives him or her a drive to complete the difficult task or action.

How to use behavioral momentum

To use behavioral timing, follow these steps:

1. Identify the tasks or actions you want to increase compliance.

2. Select a series of simple, easy tasks or actions that are appropriate for the individual.

3. Present simple, easy tasks or actions in quick sequence.

4. Reward the individual for completing simple, easy tasks or actions.

5. Once the individual is completing the simple, easy tasks or actions, begin introducing the difficult task or action.

Example

Imagine that a teacher wants a student to complete a math assignment. The student is having trouble completing math work, so the teacher decides to use behavioral timing.

The teacher begins by presenting the student with a simple task, such as picking up his or her math materials. The teacher rewards the student for completing the simple task. The teacher then presents another simple task, such as starting math work. The teacher rewards the student for completing the simple task. The teacher continues this process until the student completes the math work.

In this example, the teacher used a series of simple and easy tasks to increase student compliance in completing math work. The teacher rewarded the student for completing each simple task, which helped the student associate math work with success. As a result, the student was more likely to complete the math work.

Tips

• At first, high probability demand alone may not be enough to obtain compliance. In this case, it may be necessary to provide a reinforcer that does not cause delays or pauses in the behavior.

• It is important to be consistent when using behavioral timing. If the teacher is not consistent, the student may lose motivation to complete simple and easy tasks or actions.

• It may be helpful to vary the simple, easy tasks or actions presented. This will help keep the student motivated and prevent them from getting bored.