In this study, an autism support teacher used a high-probability request sequencing technique to help a middle-school student with autism engage in three transition behaviors. High probability request sequencing refers to a procedure in which 2 to 3 preferred questions, highly associated with compliance, are rapidly given before presenting a low probability demand likely to result in noncompliance. An ABAB design was used to evaluate the effectiveness of the intervention. The intervention reduced the number of minutes required to complete transition behaviors. In addition, the teacher provided fewer prompts during the intervention phases.