Embedded Files
Antecedent Strategies
Remember that antecedents are the events or triggers that happen before a problem behavior. Strategies that modify or eliminate common triggers can set up the student and the teacher for success.
Antecedent Strategies for Students Who Avoid Task Demands
Antecedent Strategies for Students Who Avoid Task Demands
Modify task length/expectations
Require the student to complete only a portion of a nonpreferred task or assess and modify the difficulty of the task in relation to the student’s current abilities
Modify materials
Present task in student's preferred modality (written, speech, pictures, etc.)
Modify instructions
Include additional support on how to complete task (underline, highlight, use pictures, etc.)
Break task down
Present task in small sections until complete instead of all at once
Provide choices
Give the student a choice of sequence of tasks, materials to use, where to complete task, etc.
Modify seating arrangement/reduce distractions
Seat the student in a location that will encourage participation and on-task behavior (front of class, near teacher, away from toys/computers, etc.)
Provide activity schedule
Provide a schedule that outlines when each activity of the school day will take place
Follow least preferred with most preferred
Schedule highly preferred activities immediately after less preferred activities
Select reinforcer prior to activity/"First-Then"
Allow the student to select a reinforcer and provide access following completion of a task
Incorporate child's interests
Embed items/themes that interest the child within activities
Use a timer
Set a timer to signal time allotted for task, how long the student is expected to work, etc.
Provide peer supports
Pair the student with a peer who can assist in task completion
Antecedent Strategies for Students Who Seek Attention or Attempt to Gain Access to a Preferred Item
Antecedent Strategies for Students Who Seek Attention or Attempt to Gain Access to a Preferred Item
Provide more frequent attention/reinforcement
Increase the rate of positive praise and attention
Provide activity schedule
Provide the student with a schedule that outlines when each activity of the day will take place
Schedule time with adult or peer
Provide a designated time of day when the student can have 1:1 time with a preferred person
Schedule access to desired item/event
Provide a designated time of day when the student can access the preferred item
Choice of activity, materials, and/or partner
Give the student a choice of what activity to complete, what materials to use, or who to work with
Provide peer supports
Pair the student with a peer who can offer assistance
Use timer or alarm to delay reinforcement
Set a timer to designate how long until the student can access the preferred item/activity
The following strategies are evidence-based and have shown results when implemented with fidelity.
Follow the links to see specific directions for implementing each intervention.
Evidence Based Interventions
Mentor-Based Support
Mentor-Based Support
Mentor based support can include Check in /Check out; Check, Connect and Expect; or Check and Connect. Mentor based support is the assignment of an adult mentor to provide support, reinforcement and feedback.
School-Home Note
School-Home Note
A School-home Note is an informational note that is sent from the teacher to the parent/caregiver, and back to the parent. It provides information about a student’s behavior in the classroom and sets up goals for reinforcement.
Self-Monitoring
Self-Monitoring
Self-monitoring is a process in which the student observes and records their own behavior. Monitoring one’s own behavior is an important self-management skill.
Behavior Contract
Behavior Contract
A Behavior Contract outlines behavioral expectations and contingencies for reinforcement into a written document which is agreed to and signed by the student, teacher, and any other appropriate individuals (e.g., administrators, counselors, etc.).
Talk Ticket
Talk Ticket
Talk Tickets are useful for students who appear to seek 1:1 attention frequently and engage in problem behavior in what appears to be a means of getting a reaction out of others. It allows them to appropriately request attention instead of engaging in disruptive behavior in an attempt to get a reaction form others.
Daily Behavior Report Card
Daily Behavior Report Card
The Daily Behavior Report Card provides the student with daily feedback on the target behavior as well as providing reinforcement for engaging in appropriate classroom behavior.
Social Skills Training Groups
Social Skills Training Groups
Specific social competences are identified and a specific scope and sequence for teaching is determined as well as time allotted to teach skills. Social Skills Training Groups are best for children that are not developing social skills as quickly as their peers.
Beat the Clock
Beat the Clock
Beat the Clock is presented like a game to the student to motivate them to complete an assignment or transition in a timely manner. It is appropriate for students who take a long time to get started on or complete an assignment or are slow to transition.
Break Pass/Class Pass
Break Pass/Class Pass
A Break or Class Pass is used to request a break from the current activity for student's who tend to engage in behavior problems when presented with nonpreferred tasks.
Page updated
Report abuse