1. 1 Promoting Positive Behavior in Learners Through the Modification of Instructional Antecedents John J. Wheeler, Ph.D. Richard S. Bumbalough Tennessee Tech University

2. 2 Presentation Outline I. Overview of research-based practices A. Setting events, antecedents & behavior B. Methods used in antecedent assessment C. Antecedent management strategies II. Rationale for antecedent management A. Proactive strategy B. Minimizes & prevents challenging behavior C. Reinforces effective instructional practice III. Implementation & evaluation A. Applied examples B. Recommendations for practice

3. 3 Setting Events, Antecedents & Behavior Setting events are broad contexts that alter antecedent-behavior relationships (Horner & Carr, 1997) Carr (1994) identified three major categories of setting events: biological, environmental, & social-interpersonal

4. 4 Examples of Setting Events Biological Environmental Social-interpersonal thirst, hunger, sleep, medication effects, pain quality of environments, temperature, density, noise level, structure, activity level social interactions, change in routine, family- related factors, activity transitions

5. 5 SE + Antecedent (trigger) Task demands Task difficulty Task design & presentation Teacher affect Lack of instructional cues, predictability = Challenging Behavior

6. 6 Antecedent Assessment Structured interview Behavior rating scales Motivation Assessment Scale (MAS) Pros & cons Methods of observation Scatter plot ABC recording Interval recording

7. 7 Structural Analysis Represents a form of functional analysis Questionable portability various antecedents are presented & removed & effects on behavior are noted; differentiates antecedents associated with both challenging and positive forms of behavior

8. 8 Proactive Strategy Addresses possible instructional & environmental antecedents on the front end Child-centered Outcomes from the process allow for data-based decision making Results in optimal instructional arrangements & learning environments

9. 9 Preventing Challenging Behavior Provides information necessary for antecedent management Aids in the design of individualized interventions Alleviates frustration on the part of the child

10. 10 Effective Instructional Practice Is the environment pleasant? Are cues clear & consistent? What are optimal teaching/response formats? Are tasks relevant to the learner? Are there opportunities for choice? Is there ample opportunity for learner input?

11. 11 Vignette 1: Paul Learner Characteristics Antecedents Function(s) of Behavior 10-year-old middle school student identified learning disability worksheet-heavy math curriculum Target Behavior(s) task refusal, fails to complete work, complains escape/avoid task, social attention

12. 12 Assessment Procedure Intervention Outcomes Vignette 1: Paul student-assisted, structured interview (Kern, et al., 1994) provided choice with multiple task variation & delivery modes (i.e., project- based, CAI, modified worksheets) interspersed requesting increased engagement & task completion

13. 13 Vignette 2: Richard Learner Characteristics Antecedents Function(s) of Behavior 18-year-old moderate M.R./Down Syndrome teacher proximity & frequency of prompts Target Behavior(s) stereotypical behavior sensory stimulation

14. 14 Assessment Procedure Intervention Outcomes Vignette 2: Richard FA interview, interval recording systematic instruction permanent prompts increased task engagement & reduction in rates of target behavior access to preferred reinforcement

15. 15 Vignette 3: Josh Learner Characteristics Antecedents Function(s) of Behavior 14-year-old identified with PDD/NOS auditory & group instruction, task relevance Target Behavior(s) out of seat, aggression toward self & others escape/avoidance

16. 16 Assessment Procedure Intervention Outcomes Vignette 3: Josh structured interview, scatter plot, interval recording/video tape analysis use of picture schedule embedded visual cues in tasks increased engagement & reduced aggression instruction in functional communication reduced group instruction

17. 17 Vignette 4: Alicia Learner Characteristics Antecedents Function(s) of Behavior 8-year-old multiple disabilities task design & delivery Target Behavior(s) passivity & frequent self-injury social attention

18. 18 Assessment Procedure Intervention Outcomes Vignette 4: Alicia descriptive assessment & structural analysis multi-element design consisting of brief changing conditions identification of effective task delivery methods that promoted engagement & reduced SIB PLAY Task & General Directions Task & Specific Directions Task + Specific Directions + Choice Task + Specific Directions + Choice + DRA Task + Specific Directions + Choice + DRA + Cont. Rein.

19. 19 Recommendations Refine practices related to portability Applied research within classroom settings Enhanced training of pre-service personnel Refine instructional practices

20. 20 A lack of learning in any particular situation should first be interpreted as a result of inappropriate or insufficient use of teaching strategy, rather than inability on the part of the learner. (Gold, 1980)