Behavioral momentum in academics: Using embedded high‐ p sequences to increase academic productivity

The use of high‐probability (high‐ p ) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐ p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐ p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐ p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐ p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004.