Behavioral Momentum, also known as a High-Probability Response Sequence, means that when giving instructions, you build up momentum for an important task that somebody needs to do, by first giving them easy tasks or demands to do first.
For example, in a Maths class a teacher might design a worksheet that involves presenting three easy math problems, followed by a difficult one.
A typical behavioural momentum strategy might involve presenting three easy tasks, one hard task, three easy tasks and one hard task. This strategy builds a pattern of success and reinforcement for the learner and pairs up the person giving an instruction with reinforcement.
Behavioural momentum can be used as an antecedent intervention for challenging behaviours maintained by escape from demanding situations.
If you want to use it, the first step is to identify easy tasks and difficult tasks. Easy tasks, are those that a learner has a high probability of carrying out (e.g. 80%+). Difficult tasks are those that a learner has low probability of carrying out (e.g. less than 50%).
The second step is to identify the number of easy tasks you will ask a learner to complete, before presenting a difficult task. This will depend on the learner and how difficult the difficult task is for them. A guideline would be between 3 and 5 easy tasks. These should be simple, brief tasks.
Remember to reinforce the successful completion of each easy task. Once you present the difficult task, ensure that you also provide reinforcement for this task.
Over time, you increase the frequency of difficult tasks. You should also see that previously difficult tasks start to become easier for the client and new tasks can be introduced.
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