Module 7: Lesson 2

As you know from our earlier lessons, an antecedent is something that comes just before a behaviour. An SD is a type of antecedent that signals that reinforcement is available and  an S-Delta is an antecedent that indicates that reinforcement is not available.

A Setting Event is something happened some time before a behaviour and influences a learner?s motivation to engage in a behaviour.

Similarly, Motivating Operations are events that alter the reinforcing value of a particular type of reinforcer and alter the probability of behaviours associated with that reinforcer.

During a functional assessment, we will most likely have identified probable SD?s, setting events or MO?s for behaviours that challenge.  Antecedents are a class of intervention that seek to use this knowledge to decrease the occurrence of a behavior that challenges. The goal of these interventions is to alter the physical and social environment so the behavior that challenges is less likely to occur.

When used alone, antecedent interventions may not completely reduce the occurrence of challenging behaviour, but they tend to reduce the probability of its occurrence.

Many antecedent interventions don?t completely prevent the problem behaviors from happening. Instead, they decrease the likelihood of occurrence.



Let?s look at some antecedent tactics used based on a behaviours function.

Sensory/Automatic


To decrease the likelihood of behavior maintained by sensory/automatic concerns, one might ensure that the person has greater access to matched stimulation. You could include sensory items within instructional tasks where possible and provide regular sensory breaks. If the sensory issue was related to medical issues, you would need to address those medical issues first.


Escape

To decrease the likelihood of escape, antecedent interventions might ensuring that somebody has more choice over tasks they are required to complete and/or how that task could be completed. Similarly, you might schedule or offer more breaks. Embedding information or items that are preferred into work tasks might also be beneficial. Finally, you might also use methods such as Behavioural Momentum to increase the chances of cooperation with task demands (i.e. asking the person to complete some low demand tasks before asking them to do a more difficult one).

Attention/Social

For attention-maintained behaviour, you could ensure that attention is provided more regularly on a fixed schedule (non-contingent reinforcement). Increasing the amount of social interaction within tasks or activities might also be beneficial. If a behavior was reinforced by an ?inappropriate? form of attention (e.g. reprimands or making somebody angry), you might be able ensure non-contingent access to matched forms of reinforcement (e.g. watching television programmes where people are reprimanded such as Judge Judy).



Tangible

For behaviors that challenge that maintained by access to tangibles, antecedent alterations such as using a visual schedule to indicate when or how long an item might be available for might be beneficial. Non-contingent access to it might also prove useful. Similarly, incorporating the item or similar items into tasks or activities could be beneficial.

The antecedent interventions described above are just examples of interventions you might use. They will not always be appropriate depending on the nature of the behavior that challenges and the context in which you are working.  It is also important to note that as challenging behaviours can have multiple functions, so multiple forms of antecedents designed to address these different functions may be required.

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