ANTECEDENT STRATEGIES
ANTECEDENT STRATEGIES
Presented by: Eileen Webster, BCBA
Salina USD#305/CKCIE
WHAT IS AN ANTECEDENT
•
Something that occurs immediately before a behavior.
•
Antecedent Strategies:
•
Interventions established prior to behavior occurring to
decrease the likelihood of the problem behavior and
increase the likelihood of the wanted/appropriate/target
behavior.
5 BEST CLASSROOM
MANAGEMENT TOOLS
•
8:1 Ratio of Positive Attention
•
Predictable Schedules & Routines
•
Pairing with the student
•
Directly Teach and Practice Positive Behavioral
Expectations
•
Directly Teach and Practice Peer-Related Social Skills
PRAISE THE RESEARCH
Research has demonstrated that increased praise can lead
to increases in the following:
•
Students’ correct responses
•
Work productivity and accuracy
•
Academic performance
•
On-task behavior and attention
•
Compliance
•
Positive comments about self
•
Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
WHAT IS “PRAISE WORTHY”
Praise should be given in direct
statements that are positive
behavior focused:
•
“I love how focused you are
on your math right now.”
•
“Thank you for staying in your
seat during independent work
time.”
•
“Wow, look at how kind you
are being to your friends.”
Praise should
not
be basic or
generic and should not be
negative behavior focused:
•
“Good Job”
•
“Way to go”
•
“You haven’t shouted out
over the class in several
minutes”
A HELPFUL TOOL TO KEEP YOU
AND YOUR PEERS IN CHECK
PAIRING
•
Recommend 75% of every interaction when
first pairing.
•
Non-verbal (“ooooohs” and “ahhhs”) and
declarative language (“wow, this if fun!”
“thank you” and “I love playing cars!”).
•
Student led activities
•
Make it more fun because you are part of
the activity.
•
Declarative language is language that asks
for nothing of your student.
•
Avoid asking questions or making requests
during pairing.
•
Don’t let the student leave the pairing areas
with a toy top lay alone. The student can
have access to the item as long as you are
part of the activity.
This is done by consistently
pairing yourself with your
student’s favorite things.
Pairing causes the value of
these reinforcing items to be
transferred to your student’s
perceived value of you.
ENVIRONMENTAL FACTORS THAT
CAN AFFECT BEHAVIOR
•
Reducing wait time
•
Providing a transition notice/cue
•
Teacher/staff proximity
•
An appropriate peer buddy
•
Providing easy access to materials
•
Individualized schedules (Structured Teaching)
•
Routines within Routines (Structured Teaching)
INSTRUCTIONAL STRATEGIES THAT
IMPROVE BEHAVIOR
•
Evaluate and adjust difficulty level of the work
•
Evaluate and adjust length of work
•
Provide high-interest material
•
Vary preferred materials
•
Ensure students have the prerequisite skills
•
Teach expected behaviors
•
Prompt expected behaviors
•
Instructional Pacing
•
Opportunities to Respond (Too much? Too Little?)
INSTRUCTIONAL STRATEGIES
Choice
Students are provided opportunities
to independently make decisions
between two or more options:
•
Tasks to complete
•
Sequence of work tasks
•
Materials to use
•
Where to complete work
•
When to complete work
•
With Whom to complete work
Provide Novelty
Embedding novelty to instruction
can increase a student’s
motivation:
•
Different Materials for
repeated activities
•
Make same skill look different
•
Use high-interests
•
Rotate Materials often
INTERSPERSING
•
Can be used with similar tasks (e.g., spelling
mastered words with new words) or with
dissimilar tasks (e.g., spelling unlearned
words with labeling known animal pictures).
•
Determine the ratio of mastered tasks with
new or unlearned tasks by mixing and
varying tasks (80/20).
•
Another strategy is to place easier or
mastered questions or equations at the
beginning of a task and gradually increase
task difficulty.
•
Provide more reinforcement for correct
responses on the new unlearned tasks, than
for correct responses on the known tasks.
•
Differentiate your reinforcement for new
tasks vs. mastered tasks.
Mixing mastered
(easy) tasks in with
new or unlearned
(difficult) tasks.
Fade in new or
unlearned
(difficult) tasks.
BEHAVIOR
MOMENTUM
•
Identify
low-p
behaviors. Defined as complying with
directives 50% or less.
•
Identify
high-p
behaviors. Defined as complying with
directives 80% or better.
•
Develop a list and
vary
the
high-p
requests given. Avoid
repeating identical high-p chains.
•
Deliver
3-5 high-p
requests rapidly just prior to
administering a
low-p
request.
•
Deliver verbal or gestural praise for each response to a
high-p
request.
•
Deliver the
low-p
request
within 5 seconds
of reinforcing
a response to the last high-p request. Delaying the low-p
request can decrease the likelihood of compliance.
•
Consider the student’s
age
and
functioning
level.
•
Program to fade out high-p requests slowly. Fro 3-5
high-
p
requests to 1
high-p
request.
•
Record data on the target
low-p
behavior to monitor
progress.
A strategy for increasing
the probability of
compliant behavior by
asking a student to do
two or three things they
typically will likely do
with compliance and
then following these
requests with a request
for behavior the student
typically does not want
to do.
PREMACK PRINCIPAL
(GRANDMA’S LAW)
States that any high-
probability activity
may serve as a
positive reinforce for
any low-probability
activity.
Student will engage in
activity they don’t
prefer knowing they
can get to the activity
they do prefer next.
PRECREATION
•
Identify the context and the predictable
behavior or concern.
•
Ex: Running in the hallway
•
Specify expected behaviors.
•
Ex: Walk in the hallway.
•
Modify the context.
•
Ex: Visual Supports
•
Conduct behavioral rehearsals
•
Ex: Students should practice walking in the
hallway and be reminded about hallway
behavior prior to any transitions. For a student
who runs frequently, give reminders or
additional instructions using visual supports
prior to the transition.
•
Provide reinforcement for expected
behaviors
•
Prompt expected behaviors before
performance.
•
Monitor
Teacher reminds or
teaches the student
the expectations or
rules prior to the
start of an activity
to prevent an error.
CHORAL
RESPONDING
•
Teacher prompts, ALL students responds.
•
Eliminates the “hand raising” tradition where only
students that raise their hand and actively
participate learn the material and all other
students are left behind.
•
Helps create a culture of learning for all students,
even those that don’t normally participate in
class.
•
Creates the opportunity for reinforcement of that
responding for every student in the class.
•
Encourages and strengthen class engagement.
•
When an entire class or students is required to
respond to every question a teacher presents,
each student’s attention is reinforced along with
the actual response to the lesson.
•
The teacher can also quickly identify when the
class struggles to answers, which alerts them that
they may have failed to present the question or
information clearly or the class required further
practice to master the subject.
Entire class responds in unison to
questions or prompts presented by the
teacher with feedback immediately
provided to the entire class.
OTHER TEACHING STRATEGIES
Reduce Learner Error
This will lower the escape
behaviors and will allow the
student to correlate
instruction with positive
outcomes.
Teaching Methods:
Errorless Teaching
Shaping
Most-to-least prompting
0 Time delay Prompting
Chaining
Fast-Paced Instruction
Short, inter-trial intervals
(ITI) of instruction can
reduce problem
behavior and student
errors because
opportunities to reach
reinforcement comes
quicker and more often.
Teach to Fluency
Correct and quick, as
opposed to just correct,
decreased escape
behavior because they
reach reinforcement
faster.
Students who learn how
to respond quickly and
accurately tend to
exhibit greater
endurance for longer
duration sessions without
problem behavior.
WHAT
NOT
TO DO!
•
DO NOT
remind the student “what they are working for” or flash the reinforcer when they are not
responding at the table or when they are starting to exhibit problem behaviors. It may
temporarily get the students attention back but it will increase the future frequency of the
negative behavior.
•
DO NOT
present easier demands if the student is not responding to the demands you are
presenting.
•
DO NOT
wait for the student to look at you before you present demands.
•
DO NOT
look for a better reinforcer when the student is not responding to your demands or when
the student leaves the table setting.
•
DO NOT
make the student wait while you determine which demand you are going to present
next. Give a reinforcer and get your materials sorted out for the next run through.
•
DO NOT
reinforce the student more often when he/she is engaging in weak responses or
escaping, or engaging in self-stimulatory behaviors. You want to stop teaching and reinforce
more often when the student is responding well to your demands.
•
DO
use extinction when the student is not responding to your demands. Be sure that you use
extinction by continuing to present demands of the same difficulty level as the one the student
didn’t respond to. When using extinction be careful and reinforce as soon as good responding
starts up again. Always go back and assess what went wrong in your teaching so you can
prevent the problem from occurring again.
•
DO NOT
think that extinction equals ignoring.
REFERENCES & RESOURCES
•
TASN ATBS- It’s All About You: Using Instructional
Strategies to Improve Student Outcomes Training
Part 1
•
PaTTAN Autism Initiative ABA Supports Resources-
Instruction- Intensive Teaching
•
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
•
TASN ATBS- Summer Institute on Structured
Teaching
OTHER RESOURCES
•
Applied Behavioral Analysis for
Teachers
by Alberto & Troutman
•
It’s Time for School
by Leaf, Taubman
& McEachin
•
Blind Spots
by Kimberly Nix Berens,
PhD.
Learn about antecedent strategies presented by Eileen Webster, BCBA, including what antecedents are and how they can help decrease problem behaviors. Discover the importance of positive attention, predictable schedules, praising behavior, and effective pairing techniques in managing classroom behavior. Enhance student outcomes through research-backed strategies for improving behavior, attention, and academic performance.
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Presentation Transcript
ANTECEDENT STRATEGIES Presented by: Eileen Webster, BCBA Salina USD#305/CKCIE
WHAT IS AN ANTECEDENT Something that occurs immediately before a behavior. Antecedent Strategies: Interventions established prior to behavior occurring to decrease the likelihood of the problem behavior and increase the likelihood of the wanted/appropriate/target behavior.
5 BEST CLASSROOM MANAGEMENT TOOLS 8:1 Ratio of Positive Attention Predictable Schedules & Routines Pairing with the student Directly Teach and Practice Positive Behavioral Expectations Directly Teach and Practice Peer-Related Social Skills
PRAISE THE RESEARCH Research has demonstrated that increased praise can lead to increases in the following: Students correct responses Work productivity and accuracy Academic performance On-task behavior and attention Compliance Positive comments about self Cooperative play Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
WHAT IS PRAISE WORTHY Praise should be given in direct statements that are positive behavior focused: Praise should not be basic or generic and should not be negative behavior focused: I love how focused you are on your math right now. Thank you for staying in your seat during independent work time. Wow, look at how kind you are being to your friends. Good Job Way to go You haven t shouted out over the class in several minutes
A HELPFUL TOOL TO KEEP YOU AND YOUR PEERS IN CHECK
Recommend 75% of every interaction when first pairing. Non-verbal ( ooooohs and ahhhs ) and declarative language ( wow, this if fun! thank you and I love playing cars! ). Student led activities Make it more fun because you are part of the activity. Declarative language is language that asks for nothing of your student. Avoid asking questions or making requests during pairing. Don t let the student leave the pairing areas with a toy top lay alone. The student can have access to the item as long as you are part of the activity. PAIRING This is done by consistently pairing yourself with your student s favorite things. Pairing causes the value of these reinforcing items to be transferred to your student s perceived value of you.
ENVIRONMENTAL FACTORS THAT CAN AFFECT BEHAVIOR Reducing wait time Providing a transition notice/cue Teacher/staff proximity An appropriate peer buddy Providing easy access to materials Individualized schedules (Structured Teaching) Routines within Routines (Structured Teaching)
INSTRUCTIONAL STRATEGIES THAT IMPROVE BEHAVIOR Evaluate and adjust difficulty level of the work Evaluate and adjust length of work Provide high-interest material Vary preferred materials Ensure students have the prerequisite skills Teach expected behaviors Prompt expected behaviors Instructional Pacing Opportunities to Respond (Too much? Too Little?)
INSTRUCTIONAL STRATEGIES Choice Provide Novelty Students are provided opportunities to independently make decisions between two or more options: Embedding novelty to instruction can increase a student s motivation: Tasks to complete Sequence of work tasks Materials to use Where to complete work When to complete work With Whom to complete work Different Materials for repeated activities Make same skill look different Use high-interests Rotate Materials often
Can be used with similar tasks (e.g., spelling mastered words with new words) or with dissimilar tasks (e.g., spelling unlearned words with labeling known animal pictures). Determine the ratio of mastered tasks with new or unlearned tasks by mixing and varying tasks (80/20). Another strategy is to place easier or mastered questions or equations at the beginning of a task and gradually increase task difficulty. Provide more reinforcement for correct responses on the new unlearned tasks, than for correct responses on the known tasks. Differentiate your reinforcement for new tasks vs. mastered tasks. INTERSPERSING Mixing mastered (easy) tasks in with new or unlearned (difficult) tasks. Fade in new or unlearned (difficult) tasks.
Identify low-p behaviors. Defined as complying with directives 50% or less. Identify high-p behaviors. Defined as complying with directives 80% or better. Develop a list and vary the high-p requests given. Avoid repeating identical high-p chains. Deliver 3-5 high-p requests rapidly just prior to administering a low-p request. Deliver verbal or gestural praise for each response to a high-p request. Deliver the low-p request within 5 seconds of reinforcing a response to the last high-p request. Delaying the low-p request can decrease the likelihood of compliance. Consider the student s age and functioning level. Program to fade out high-p requests slowly. Fro 3-5 high- p requests to 1 high-p request. Record data on the target low-p behavior to monitor progress. BEHAVIOR MOMENTUM A strategy for increasing the probability of compliant behavior by asking a student to do two or three things they typically will likely do with compliance and then following these requests with a request for behavior the student typically does not want to do.
States that any high- probability activity may serve as a positive reinforce for any low-probability activity. PREMACK PRINCIPAL (GRANDMA S LAW) Student will engage in activity they don t prefer knowing they can get to the activity they do prefer next.
Identify the context and the predictable behavior or concern. Ex: Running in the hallway Specify expected behaviors. Ex: Walk in the hallway. Modify the context. Ex: Visual Supports Conduct behavioral rehearsals Ex: Students should practice walking in the hallway and be reminded about hallway behavior prior to any transitions. For a student who runs frequently, give reminders or additional instructions using visual supports prior to the transition. Provide reinforcement for expected behaviors Prompt expected behaviors before performance. Monitor PRECREATION Teacher reminds or teaches the student the expectations or rules prior to the start of an activity to prevent an error.
Teacher prompts, ALL students responds. Eliminates the hand raising tradition where only students that raise their hand and actively participate learn the material and all other students are left behind. Helps create a culture of learning for all students, even those that don t normally participate in class. Creates the opportunity for reinforcement of that responding for every student in the class. Encourages and strengthen class engagement. When an entire class or students is required to respond to every question a teacher presents, each student s attention is reinforced along with the actual response to the lesson. The teacher can also quickly identify when the class struggles to answers, which alerts them that they may have failed to present the question or information clearly or the class required further practice to master the subject. CHORAL RESPONDING Entire class responds in unison to questions or prompts presented by the teacher with feedback immediately provided to the entire class.
OTHER TEACHING STRATEGIES Reduce Learner Error Fast-Paced Instruction Teach to Fluency Correct and quick, as opposed to just correct, decreased escape behavior because they reach reinforcement faster. Students who learn how to respond quickly and accurately tend to exhibit greater endurance for longer duration sessions without problem behavior. Short, inter-trial intervals (ITI) of instruction can reduce problem behavior and student errors because opportunities to reach reinforcement comes quicker and more often. This will lower the escape behaviors and will allow the student to correlate instruction with positive outcomes. Teaching Methods: Errorless Teaching Shaping Most-to-least prompting 0 Time delay Prompting Chaining
WHAT NOT TO DO! DO NOT remind the student what they are working for or flash the reinforcer when they are not responding at the table or when they are starting to exhibit problem behaviors. It may temporarily get the students attention back but it will increase the future frequency of the negative behavior. DO NOT present easier demands if the student is not responding to the demands you are presenting. DO NOT wait for the student to look at you before you present demands. DO NOT look for a better reinforcer when the student is not responding to your demands or when the student leaves the table setting. DO NOT make the student wait while you determine which demand you are going to present next. Give a reinforcer and get your materials sorted out for the next run through. DO NOT reinforce the student more often when he/she is engaging in weak responses or escaping, or engaging in self-stimulatory behaviors. You want to stop teaching and reinforce more often when the student is responding well to your demands. DO use extinction when the student is not responding to your demands. Be sure that you use extinction by continuing to present demands of the same difficulty level as the one the student didn t respond to. When using extinction be careful and reinforce as soon as good responding starts up again. Always go back and assess what went wrong in your teaching so you can prevent the problem from occurring again. DO NOT think that extinction equals ignoring.
REFERENCES & RESOURCES TASN ATBS- It s All About You: Using Instructional Strategies to Improve Student Outcomes Training Part 1 PaTTAN Autism Initiative ABA Supports Resources- Instruction- Intensive Teaching Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008 TASN ATBS- Summer Institute on Structured Teaching
OTHER RESOURCES Applied Behavioral Analysis for Teachers by Alberto & Troutman It s Time for School by Leaf, Taubman & McEachin Blind Spots by Kimberly Nix Berens, PhD.
