Adolescents with Emotional and Behavioral Disorders (EBD) present deficits in literacy skills, in part because their disruptive behaviors interfere with task engagement. Antecedent manipulations, such as those based on behavioral momentum theory, can increase students' contact with reinforcement, leading to greater task engagement. This study examined the effects of a Repeated Reading (RR) intervention designed to establish a high-"p" sequence for two adolescents with EBD. Results indicated that participants' latency to continue reading decreased after the high-"p" sequence, and fluency increases presented momentum-like effects as participants read initial portions of novel text. Results are discussed in terms of the adaptability of interventions based on the high-"p" sequence.