At a Glance
Behavior momentum in ABA is a teaching strategy in which a therapist asks a child to do 2 to 5 quick, easy tasks they almost always do, praises each one, and then immediately asks for something harder. Those small wins make the harder task easier to start. It is also called a high-probability request sequence.
- How it works: a few easy “high-p” requests, praise after each, then one harder “low-p” request within about five seconds.
- It’s an antecedent strategy — used before a task, not during a meltdown.
- Best for: necessary routines like shoes, teeth, or seatbelts.
- Comes from a 1988 study by Mace and colleagues.
- Parents can use it at home with guidance from their child’s BCBA.
What Is Behavior Momentum in ABA?
Your child may find it easier to start a bigger task after a few things go well. That’s the thinking behind behavioral momentum. Behavioral momentum in ABA borrows from physics: an object in motion tends to stay in motion. A child who has had a few quick successes may be more ready to keep going, even when the next task takes more effort.
The approach comes from a 1988 study by Mace and colleagues. The researchers found that a short run of easy requests made people more likely to follow a harder one. Today, therapists use behavior momentum ABA strategies to help children start difficult tasks.
Behavior momentum vs. high-p requests
These terms describe the idea and how to put it into practice. Behavioral momentum is the idea that behavior that has just been reinforced tends to keep going. The high-probability request sequence is the technique: a few easy “high-p” requests followed by one harder “low-p” request. People often use the two terms interchangeably.
How Does Behavior Momentum Work?
The sequence has three steps. Like shaping and chaining, the approach breaks tasks into small, manageable steps. Easy requests come first, with praise along the way.
Step 1: Start with easy requests
The therapist chooses high-probability requests, meaning things your child does about 80% of the time or more. Examples include giving a high five, touching their nose, or clapping their hands. What counts as easy depends on your child. The therapist varies the requests so the sequence feels natural instead of becoming a script your child tunes out.
Step 2: Praise every success right away
After each easy request, the therapist gives quick, genuine praise: “Nice high five!” or “You got it!” A common mistake is focusing on the harder task and skipping praise for these first steps, but that praise builds momentum.
This draws on the same ideas as positive and differential reinforcement: recognizing what your child does well makes it more likely to happen again.
Step 3: Ask for the harder task quickly
The harder request, called a low-p request, comes right after the last easy one, within about five seconds. A long pause can weaken the effect. The therapist keeps the sequence moving so your child can go from those quick successes straight into getting started on the harder task.
Behavior Momentum Examples
Behavioral momentum examples can fit into familiar routines, from getting out the door to a doctor’s appointment. The table shows how a high-probability request sequence might look in each situation.
Getting out the door
Putting on shoes can hold up an already busy morning. If the easy requests above suit your child, ask for a high five, a toe touch, and one jump, and praise each one. Then ask them to put on their shoes right after the jump.
Homework and schoolwork
A hard problem at the start can make homework feel overwhelming. Start with two or three math problems your child knows well, and praise each success. Move straight to the harder word problem while they’re already working.
Brushing teeth and other self-care
Brushing teeth can be a daily struggle. Start with a few quick requests your child usually does without trouble, like turning off the TV, standing up, and walking to the bathroom. Praise each one, then ask them to brush their teeth.
Doctor and dentist visits
Medical visits can be stressful, and research has used high-p requests to help autistic children cooperate with exams. In one study, easy requests, such as showing their hands, helped children start the harder parts of an exam.
Is Behavior Momentum an Antecedent Strategy?
Yes. An antecedent strategy changes what happens before a behavior. Behavior momentum comes before the harder request, giving your child a few successes before they reach the task they’re struggling with.
That makes it a prevention tool. During a meltdown, your child needs support and calm. Adding more requests at that point isn’t what this strategy is for.
When Behavior Momentum Is and Isn’t the Right Tool
Behavior momentum works best for necessary routines, such as buckling a seatbelt or brushing teeth. It can also help with something your child usually does but is finding difficult today.
When your child regularly avoids a task, understanding why helps you choose the right strategy. If they’re already upset or overwhelmed, help them feel calm and safe first. Over time, working on self-regulation skills can help.
Behavior momentum doesn’t work for every child. Your BCBA will watch your child’s response and adjust the approach.
How to Use Behavior Momentum at Home
You can use behavior momentum in everyday routines with guidance from your child’s therapist:
- Keep the pace quick and warm. Use a friendly tone and move between requests without long pauses.
- Praise each step. Give your attention to the easy successes, too. Don’t save all the praise for the final task.
- Choose easy requests your child enjoys. Base the first requests on your child’s favorite interests.
- Fade the easy requests over time. As the harder task gets easier, gradually reduce the number of easy requests before it.
Through ABA training for parents, you can learn to use the same sequence your child’s therapist does.
How United Care ABA Uses Behavior Momentum
At United Care ABA, our BCBAs use behavior momentum as part of each child’s individual plan. We watch how your child responds, use praise throughout, and respect their comfort. The purpose is to help them get started on something difficult, never to pressure them.
We work with parents to use the same strategies at home, so you can help your child build confidence with your family’s daily routines.
FAQs
What is an example of behavioral momentum in ABA?
Before asking a child to put on their shoes, a therapist might ask for a high five, a clap, and a thumbs up, praising each one. Right after the last one, the therapist asks the child to put on their shoes. The quick run of easy wins makes starting the harder task more likely.
Is behavior momentum an antecedent strategy?
Yes. It is used before the harder request, so it changes what happens leading up to the task rather than what happens after it. That is why it works best as prevention, not as a response to a meltdown already underway.
What is the difference between behavioral momentum and high-p requests in ABA?
Behavioral momentum is the idea that behavior that has been reinforced tends to keep going. A high-probability (high-p) request sequence is the practical technique based on that idea: a few easy requests followed by a harder one. Most people use the two terms interchangeably.
How many easy requests should come before the hard one?
Most guidance recommends three to five easy requests delivered quickly. Your child’s BCBA may start with more and then gradually reduce them as the harder task gets easier.
Can parents use behavior momentum at home?
Yes. Pick two or three things your child enjoys doing and almost always does, praise each one, and then make the harder request right away. Ask your child’s BCBA which easy requests and harder tasks make sense to start with.
2 References
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Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21(2), 123-141. https://doi.org/10.1901/jaba.1988.21-123
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Riviere, V., Becquet, M., Peltret, E., Facon, B., & Darcheville, J.-C. (2011). Increasing compliance with medical examination requests directed to children with autism: Effects of a high-probability request procedure. Journal of Applied Behavior Analysis, 44(1), 193-197. https://doi.org/10.1901/jaba.2011.44-193
