Getting Ready to Implement Antecedent Focused Interventions
Read each scenario and hypothesize the function of the behavior and situation likely to evoke the challenging behavior. Circle the letter and the number in the boxes below. Provide questions that you would ask or data that you would obtain to clarify the behaviors function.
Possible Functions: A. Attention B. Escape/Avoidance C. Tangibles
Situations likely to evoke challenging behavior: 1. Desired Object is not available or is removed 2. Difficult Task 3. Diverted Attention 4. Task requires extended duration of engagement
1. Eric is painting a picture when he suddenly throws his paintbrush on the floor. Every time Eric does this, his teacher tells him he is done painting and he has to leave the table.
If you could ask questions to get more information, what would you ask?
Function of the behavior: A B C Situations likely to evoke challenging behavior: 1 2 3 4
2. Maria begins to scream during playtime when a peer is playing with a toy that she wants. The teacher asks the peer to share with Maria and Maria gets a turn.
If you could ask questions to get more information, what would you ask?
Function of the behavior: A B C Situations likely to evoke challenging behavior: 1 2 3 4
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Antecedent Focused Interventions: Activity
Getting Ready to Implement Antecedent Focused Interventions Suggested Answers
Read Each Scenario and hypothesize the function of the behavior and situation likely to evoke the challenging behavior. Circle the letter and the number in the boxes below. Add any questions that you would ask to get more information to help you make decisions.
Possible Functions: A. Attention B. Escape/Avoidance C. Tangibles
Situations likely to evoke challenging behavior: 1. Desired Object is not available or is removed 2. Difficult Task 3. Diverted Attention 4. Task requires extended duration of engagement
1. Eric is painting a picture when he suddenly throws his paintbrush on the floor. Every time Eric does this, his teacher tells him he is done painting, and he has to leave the table.
If you could ask questions to get more information, what would you ask? Does Eric not like painting at all, or does he only do this after a certain amount of time? Does he display this behavior in other activities, or only painting? Function of the behavior: A B C Situations likely to evoke challenging behavior: 1 2 3 4
2. Maria begins to scream during playtime when a peer is playing with a toy that she wants. The teacher asks the peer to share with Maria and Maria gets a turn.
If you could ask questions to get more information, what would you ask? Does Maria like just that toy? Does Maria always want the toy that a particular child has? Function of the behavior: A B C Situations likely to evoke challenging behavior: 1 2 3 4
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Antecedent Focused Interventions: Activity
Strategies for Antecedent Focused Intervention
Now that we hypothesized possible functions of Eric and Marias problem behavior, and identified situations likely to evoke that behavior, we need to identify possible strategies for antecedent intervention.
Before applying these strategies to problems presented by Eric and Maria, identify which of the procedural descriptions on the right most accurately matches the antecedent intervention on the left (write the letter of your answer)
Write your answer here
Scheduling A. Teacher assists child in completing a difficult task
Presepecify Reinforcer B. Child holds onto a favorite toy during circle time to encourage staying in-seat Collaboration C/ The order of activities is depicted in pictures and posted on the wall Provide Choices D. Teacher tells child do 2 more problems then you can have a break. Tolerance for Delay to Reinforcement E. Before starting an activity, child selects toy to play with when hes finished Preferred item as Distracter F. Teacher allows child to select from list of tasks to complete first
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Antecedent Focused Interventions: Activity
Strategies for Antecedent Focused InterventionSuggested Answers
Now that we hypothesized possible functions of Eric and Marias problem behavior, and identified situations likely to evoke that behavior, we need to identify possible strategies for antecedent intervention.
Before applying these strategies to problems presented by Eric and Maria, identify which of the procedural descriptions on the right most accurately matches the antecedent intervention on the left (write the letter of your answer)
Write your answer here
Scheduling C A. Teacher assists child in completing a difficult task
Presepecify Reinforcer E B. Child holds onto a favorite toy during circle time to encourage staying in-seat Collaboration A C/ The order of activities is depicted in pictures and posted on the wall Provide Choices F D. Teacher tells child do 2 more problems then you can have a break. Tolerance for Delay to Reinforcement D E. Before starting an activity, child selects toy to play with when hes finished Preferred item as Distractor B F. Teacher allows child to select from list of tasks to complete first
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Antecedent Focused Interventions: Activity
Single Interventions Scenario #:
Choose either the Eric or Maria scenario to use in this activity.
You are part of a team that serving the students described in the scenario on the previous page. As a team, you are trying to help the classroom teacher develop a set of strategies that may be implemented during situations that are most likely to evoke challenging behavior. Consider each of the following interventions and describe how that intervention will be implemented during situations that typically result in challenging behavior.
Intervention package #1: Tolerance for Delay
Intervention package #2: Providing Choices
Intervention package #3: Collaboration
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Antecedent Focused Interventions: Activity
Single Intervention - Sample Answers
Scenario #: 1 Eric is painting a picture when he suddenly throws his paintbrush on the floor. His teacher tells him he is done painting and he leaves the table.
You are part of a team that is conducting a problem-solving session related to the students challenging behavior as it is described in the scenario on the previous page. As a team, you are trying to help the classroom teacher develop a set of strategies that may be implemented during situations that are most likely to evoke challenging behavior. Consider each of the following interventions and describe what the use of that intervention might look like when implemented during situations that typically result in challenging behavior.
Intervention package #1: Tolerance for Delay
First, collect data on Erics critical time period for engaging in the painting task. Then before Eric engages in challenging behavior, deliver a delay cue that says 10 more seconds and well take a break. Then deliver the break for about a minute and then go back to the activity.
Intervention package #2: Providing Choices
Give Eric a choice of art activities. Employ as many choices as feasible, like medium, colors, paintbrushes, paint shirts, paper, etc.
Intervention package #3: Collaboration
Work with Eric on finishing his pictureprovide him ideas of what he could paint, help him make figures or objects hes having trouble making, assist him in cleaning up his area.
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Antecedent Focused Interventions: Activity
Single Intervention - Sample Answers
Scenario # 2: Maria begins to scream during playtime when a peer is playing with a toy that she wants. The teacher asks the peer to share with Maria.
You are part of a team that is conducting a problem-solving session related to the students challenging behavior as it is described in the scenario on the previous page. As a team, you are trying to help the classroom teacher develop a set of strategies that may be implemented during situations that are most likely to evoke challenging behavior. Consider each of the following interventions and describe what the use of that intervention might look like when implemented during situations that typically result in challenging behavior.
Intervention package #1: Tolerance for Delay
Identify a critical time period within which, you are sure Maria will not scream. At the end of the critical time period, tell her to wait 1 minute while (peer) plays with the toy, then she can ask to play with the toy. When the release cue is given, provide Maria with a way to appropriately request the toy as she needs (words, pictures, sign). Ensure that the peer is willing to give up the toy.
Intervention package #2: Providing Choices
Within the critical time period, offer Maria a choice of two other toys that she can play with and include the toy she wants afterwards. Have Maria tell the peer that after the peer is done, Maria would like to have a turn playing with the toy.
Intervention page #3: Scheduling
Establish centers for play on a schedule. Have symbols represent toys each child could take turns playing with. Each child could take a turn picking a symbol of the toy they want to play with when they enter the play center. A bell could ring to signal that the children should drop their toys and select another. Establish a rule that a child cannot interrupt anothers play.
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Antecedent Focused Interventions: Activity
Combining Interventions Planning for an Intervention Package including Antecedent Focused Strategies
To review, we have worked through several individual steps of intervention planning so far: - Determine function of behavior - Identify situations likely to evoke challenging behavior - Identify different strategies for antecedent focused intervention - Describe the use of those strategies one at a time, as they apply to Eric and Marias problem behavior
Moving forward, teachers often combine 2 or more antecedent strategies into an intervention package. A working understanding of how each individual strategy works is necessary to successfully combine interventions, so be sure each member of the team understands how to use each of the 6 antecedent-focused strategies discussed so far, which are:
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
6. _____________________________________________
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Antecedent Focused Interventions: Activity
Combining Interventions Planning for an Intervention Package including Antecedent Focused Strategies Using the scenarios for Eric and Maria, formulate a hypothesis statement and design an intervention package for each child. Use the format provided to help you think through the steps:
Eric
1. Hypothesis Statement: (What is the function of the behavior?)
2. Brainstorm Possible Intervention Options:
2a: Settings in which strategies will be implemented (place, time, situations, etc.):
2b: Proactive Strategies you will use to Prevent Challenging Behavior (circle your choices):
Scheduling Tolerance for Delay to Reinforcement
Providing Choices Preferred Item as Distracter
Prespecify Reinforcers Collaboration
2c: Describe how the strategies could be combined
The following data collection form was developed by a technical assistance team during the initial delivery of technical assistance. Forms such as this facilitate monitoring of the affects of the intervention and troubleshooting the intervention package when necessary.
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Data sheet for Eric
Behavior of Concern _______Throwing paintbrush_________
Where to obtain data _______Classroom___________________
When to obtain data _______During art activity_____________
___________________________________
Who will obtain data ______ Paraprofessional_______________
___________________________________
Week 1 Monday Tuesday Wednesday Thursday Friday Antecedent- focused Interventions Used None None None 1.Collaboration 2. Tolerance for delay 1.Collaboration 2. Tolerance for delay # times paintbrush thrown
I I I I I I I I I I I I I I I I I I I I
Week 2 Monday Tuesday Wednesday Thursday Friday Antecedent- focused Interventions Used 1.Collaboration 2. Tolerance for delay 1.Collaboration 2. Tolerance for delay 3. Prespecify reinforcer 1.Collaboration 2. Tolerance for delay 3. Prespecify reinforcer 1.Collaboration 2. Tolerance for delay 3. Prespecify reinforcer 1.Collaboration 2. Tolerance for delay 3. Prespecify reinforcer # times paintbrush thrown
I I 0 I 0 0
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Antecedent Focused Interventions: Activity
Maria
1. Hypothesis Statement: (What is the function of the behavior?)
2. Brainstorm Possible Intervention Options:
2a: Settings in which strategies will be implemented (place, time, situations, etc.):
2b: Proactive Strategies you will use to Prevent Challenging Behavior (circle your choices):
Scheduling Tolerance for Delay to Reinforcement
Providing Choices Preferred Item as Distracter
Prespecify Reinforcers Collaboration
2c: Describe how the strategies could be combined
The following data collection form was developed by a technical assistance team during the initial delivery of technical assistance. Forms such as this facilitate monitoring of the affects of the intervention and troubleshooting the intervention package when necessary.
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Data sheet for Maria
Behavior of Concern ____________Screaming_________________
Where to obtain data ___________Classroom__________________
When to obtain data ___________During play activity__________
_____________________________________
Who will obtain data __________ Paraprofessional_____________