Effects of High‐preference Single‐digit Mathematics Problem Completion on Multiple‐digit Mathematics Problem Performance

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit x 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit x 3 digit) multiplication problems for 2 students in an alternative education school. Data showed that (a) during the preference assessment, both students selected the single-digit problems in a majority of the sessions, and (b) intervention resulted in a decrease in latency between problems for both students. Results are discussed in relation to using high-preference sequences to promote behavioral momentum in academic content areas.