Essential Reading
In this example of a supervision meeting, Simon (an RBT) asks Janet (a BCBA) for help understanding Behavioral Momentum, also known as a High-Probability (high-p) Response Sequence.
Simon and Janet Discuss Behavioral Momentum
Janet: Good morning, Simon! How are you today?
Simon: Morning, Janet! I’m doing well, thank you. I wanted to talk to you about behavioral momentum. I’ve heard about it, but I’m not exactly sure what it is or how to implement it. Can you help me understand?
Janet: Of course! Let’s say we have an adult with an intellectual disability, and a challenging task for them is taking epilepsy medication. We want to increase the likelihood of cooperation using behavioral momentum.
Simon: How do we do that?
Janet: We start with easy tasks the person can do independently, like putting clothes in a laundry basket. These are followed by the challenging task—taking the medication. The success from easy tasks builds momentum, increasing cooperation with the harder one.
Simon: Does it work with children too?
Janet: Absolutely. For example, before asking a child to put away toys (a hard task), you could ask them to “touch your nose,” “clap your hands,” and “stand up.” After those, they’re more likely to complete the challenging task.
Simon: Got it—thank you for the examples!
Janet: You’re welcome! Remember, I’m here if you need support with implementing behavioral momentum. Keep up the great work!
Optional Videos
Behavioral Momentum is sometimes called the “Salesperson Approach”. In this video, Amelia Dalphonse provides practical examples of how to use it:
This video from the IRIS Center shows how behavioral momentum (high-p sequence) can be used in a high school context:
In this third video, Hilarie Barry demonstrates behavioral momentum with a young child. Compare this to Mrs. Ward’s work with Virginia to see how behavioral momentum looks across different learners:
Conversation Exercise
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