Antecedent-Based Interventions
As you have learned by reading the previous sections, behavior analysts attempt to change what happens before and after a behavior to make it more or less likely to occur. You have read about theoretical principles and specific antecedent and consequence strategies to change behavior. Clearly, modern ABA encompasses a wide variety of techniques. While there was a heavy emphasis on consequence-based strategies in the past, researchers and clinicians are now learning more about how to change behavior in more sophisticated ways. Let us now look more closely at antecedent- based interventions. This focus on changing the environment before a behavior occurs is advantageous for several reasons. First, in the situation of challenging behavior, the goal is to prevent the behavior. We may achieve prevention by using antecedent-based strategies. Second, the search for effective antecedent-based strategies can improve our understanding of the learner’s experiences. For example, suppose a learner tantrums when transitioning from one teacher to another. We observe the teachers’ styles to identify any possible differences that would predict tantrum. It is noted that the learner behaves more appropriately for the teacher who speaks at a slower pace. The other teacher then speaks slowly and the learner’s tantrums stop. While not all assessment and intervention plans will go so smoothly, this example illustrates that antecedent- intervention can be more desirable than consequence-based intervention
for some situations. Third, a thorough assessment of the context can lead to endless possibilities for intervention. Possibilities include offering choices in the types, number, and order of tasks; altering the demand by reducing the effort required; mixing easy and hard tasks; reducing distractions; increasing visual supports; and incorporating the student’s preferences.
Example 1
Joey often throws his worksheet halfway through his assignment. His teacher is perplexed, especially since he can do the work. One day, she notices that there is no problem when a fire drill interrupts them halfway through the period. Later that day, Joey finishes the worksheet without incident. The teacher decides ask Joey to do just a few problems on the worksheet. She gives him a choice of other activities. Later in the day, he completes the worksheet. Breaking the task up reduces the monotony and increases Joey’s cooperation. In the future, the teacher will work on maintaining Joey’s motivation while slowly increasing the amount of work she expects.
39
ABA Principles & Methods
Made with FlippingBook - Online catalogs