The present study evaluates the effects of two variations of the high-probability (Hi P) instructional sequence with a child with autism spectrum disorder. In one variation, the Hi P task was topographically similar to the low-probability task of food consumption, whereas the second variation involved Hi P tasks that were not topographically similar to the low-probability task. Results show that both variations of the Hi P sequence were effective at improving consumption and reducing inappropriate mealtime behavior. The participant's mother chose a preferred variation of the Hi P intervention to pursue systematic fading with, the topographically similar Hi P sequence. Consumption remained high and inappropriate mealtime behavior remained low throughout the fading process. Implications for continued research and practice in the area of feeding intervention are provided. KEYWORDS autism spectrum disorder, dietary variety, feeding problems, food selectivity, high-probability instructional sequence