{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/10132"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/10132","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"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.","abstract_html":"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. 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