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

  • Autism Convention
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Abstract

This study evaluates the effectiveness of a variation of the high-probability (high-p) sequence involving bites of food as high-p tasks on the acceptance of low-probability (low-p) foods in an adolescent with autism spectrum disorder. After demonstrating the effectiveness of the high-p sequence using a reversal design, the participant’s mother implemented the intervention. Intervention effects were partially maintained during 7-month maintenance probes. Implications for research and practice are provided.

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Notes

  1. Inappropriate mealtime behavior was only measured with two of the participants.

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Author information

Authors and Affiliations

  1. The Chicago School of Professional Psychology, Los Angeles, CA, USA

    Danielle M. Ewry

  2. Division of Special Education & Counseling, California State University, Los Angeles, 5151 State University Dr., Los Angeles, CA, 90032, USA

    Mitch J. Fryling

Authors
  1. Danielle M. Ewry
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  2. Mitch J. Fryling
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Corresponding author

Correspondence to Mitch J. Fryling.

Additional information

-Intervention may be considered preventative and used with less severe feeding problems

-Parents may implement this intervention with integrity

-Critical to consider the child’s chewing and swallowing skills before implementing

-Systematic fading may be necessary

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Ewry, D.M., Fryling, M.J. Evaluating the High-Probability Instructional Sequence to Increase the Acceptance of Foods with an Adolescent with Autism. Behav Analysis Practice 9, 380–383 (2016). https://doi.org/10.1007/s40617-015-0098-4

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  • DOI: https://doi.org/10.1007/s40617-015-0098-4

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