This term describes a behavioral intervention strategy rooted in Applied Behavior Analysis (ABA). It involves presenting a series of high-probability requests (tasks the individual is likely to perform) before presenting a low-probability request (the target behavior). For instance, an instructor might ask a student to point to their nose, clap their hands, and say their name (high-probability requests) before asking them to complete a more difficult math problem (low-probability request).
The effectiveness of this strategy stems from the increased compliance and momentum generated by the initial successful completion of easier tasks. This, in turn, reduces the likelihood of non-compliance when the target behavior is presented. Historically, this approach has been utilized to increase engagement in academic tasks, improve transitions between activities, and decrease disruptive behaviors. Its benefits lie in its non-aversive nature and its ability to build positive interactions.