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.

中文翻译：

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在K-12环境中对高概率请求进行系统审查：检查证据基础

我们进行了这项系统的审查，以将高概率请求序列（HPRS）的证据基础状态分类为一种策略，以改善整个K-12连续阶段在普通教育和特殊教育环境中学生的行为结果。具体而言，本次审查的目的是根据特殊儿童循证实践特殊儿童标准委员会的建议，采用经过修改的加权编码方案，将HPRS归类为基于证据的实践，该方法指定了在方法上合理的研究以满足80质量指标（QIs）中成分的％或更多。22项纳入研究中的两项符合所有QI，16项研究达到或超过了我们80％的加权标准。基于这些证据，我们将K-12学校环境中的HPRS归类为潜在的证据。