1. Operant Antecedents
Chapter 3

2. Antecedents
Overt or Covert
Immediate or Distant

3. Identifying Antecedents
Functional Analysis
behavioral excesses
antecedents may be too frequent
behavioral deficits
antecedents may be too infrequent

4. Learning Antecedents Discrimination learning Stimulus Generalization
Discriminative stimuli
Differential reinforcement SD S∆
Stimulus Generalization
Stimulus equivalence

5. Stimulus Control Prompting Physical guidance prompts Verbal prompts
Pictorial prompts
Gestural prompts
Auditory prompts

6. Stimulus Control Fading Speed in fading errorless learning
decreased assistance
increasing assistance
delayed prompting
Speed in fading

7. Modeling and Instructions
Guidelines
Fade to reduce reliance
Match to the person’s abilities
Describe consequences
Reasons for behavior
Complex behaviors broken down

8. Application of Modeling and Instruction
Fade these prompts
Match the level of the information with the ability of the learner
Make consequences apparent
Break down complex tasks into manageable tasks
Reinforce models
Reinforce observers for attending
Use models who are similar to the observer
Use more than one model

9. Cognitive Antecedents
Covert self-statements
self-instruction
strategies
rules
logical thinking

10. Antecedent Chains
Target behaviors can involve a complex series of links that lead to the completion of a task
Links become antecedents
Disrupting the links can serve to decrease behavior

11. Managing Antecedents Decrease behavior by Reduce or avoid antecedents
Narrow antecedent control
SD to S∆
Cognitive strategies
Change characteristics of antecedents

12. Managing Antecedents: Tips
Look carefully at all potential antecedents
Assess overt and covert antecedents
Ask others to help identify antecedents
Fade prompts in small steps