Promoting Positive Behavior in Learners Through the Modification of Instructional Antecedents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)