Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base

Eric Alan Common, Leslie Ann Bross, Wendy Oakes, Emily Dawn Cantwell, Kathleen Lynne Lane, Kathryn Ann Germer

Research output: Contribution to journalReview articlepeer-review

12 Scopus citations


We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.

Original languageEnglish (US)
Pages (from-to)3-21
Number of pages19
JournalBehavioral Disorders
Issue number1
StatePublished - Nov 1 2019


  • behavioral momentum
  • high-probability request sequence
  • multitiered systems of support

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology


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