• For behavior compliance, the child is likely to follow directions because they are getting reinforced for easy behaviors.
• Reduces frustration levels, because students are having success on easy tasks, increasing the likelihood that they will try harder behaviors. 

• Prior to any difficult or low-probability behavior or task.
• To regain attention.
• To increase motivation.

• Identify low-p behaviors. Researchers typically identify low-p behaviors as complying with directives 50% or
• less. Researchers conducted 10 trials per behavior (low-p and high-p) to determine this percentage.
• Identify high-p behaviors. Researchers typically identify high-p behaviors as complying with directives 80% or better. Develop a list and vary the high-p requests given. Avoid repeating identical high-p chains.
• Deliver 3-5 high-p requests rapidly just prior to administering a low-p request.
• Deliver verbal or gestural praise (thumbs up, waving hands in the air) for each response to a high-p request.
• Deliver the low-p request within 5 seconds of reinforcing a response to the last high-p request. Delaying the low-p request (e.g., 20 second delay) can decrease the likelihood of compliance.
• The topography of high-p requests may need to be altered to be consistent with the student's age and functioning level.
• Generalize behavior with other instructors.
• Program to fade out high-p requests slowly. One study faded from 3 high-p's to 1 high-p prior to delivering 1 low-p.
• Record data on the target low-p behavior to monitor progress

Behavior Momentum