Improving High-Probability Request Sequence Implementation in Elementary School Through the Power of the Premack Principle

Maag, John W. PhD

¹University of Nebraska-Lincoln, USA

John W. Maag, Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, 202 Barkley Memorial Center, Lincoln, NE 68583-0732, USA. Email: [email protected]

Beyond Behavior 34(2):p 56-65, August 2025. | DOI: 10.1177/10742956251314485

Use of high-probability request sequences is a low-intensity intervention for increasing student compliance. There are several subtleties in implementing high-probability request sequences that make the process more complex. Review of supporting research raises concerns about how well the intervention translates into practice. This article presents foundational information that is critical for effective implementation of high-probability request sequences. The author discusses how use of the Premack principle can improve outcomes for the compliance-oriented intervention.