Antecedent Strategies

🏗️ Structured Environment

Maintain a well-organized classroom environment with designated areas for different activities and clear locations for preferred tangible items. Ensure necessary materials are readily accessible to reduce the need for students to seek out items in inappropriate ways. For example, organize the classroom with a designated play area and clear boundaries for where preferred items can be used.

• More information from the IRIS Center: https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p06/

• Downloadable guide for setting up the classroom from the Indiana Institute on Disability and Community: https://www.iidc.indiana.edu/doc/resources/structured-teaching-strategies-physical-structure.pdf 

🌓 First/Then

Use a first/then sequence to provide opportunities for students to obtain desired objects, activities, or items in a structured manner. Choose a non-preferred task for the "First" section (e.g., "First, do your math worksheet") and follow it with a preferred activity or reward in the "Then" section (e.g., "Then, play with your favorite toy"). Provide a visual representation of the first/then contingency if needed.

The First/Then strategy is a simple way to increase motivation by showing the student that something they need to do will be followed by something they want to do. The key is making sure the “then” activity is actually rewarding to the student—this is based on the Premack Principle, which says a preferred activity can reinforce a less preferred one. For example, “First math worksheet, then iPad.” It’s clear, predictable, and helps students see that completing a task leads to something positive.

• More information and resources from OCALI: https://ocali.org/resource_gallery_of_interventions/first_then_board 

• Downloadable guide from the Vanderbilt Kennedy Center: https://vkc.vumc.org/assets/files/triad/tips/first_then.pdf 

🎧 Sensory Access  ~&~  Remove Aversive Stimuli 

Sensory Access & Removing Aversive Stimuli are two sides of the same coin when it comes to supporting sensory-based behaviors. On one side, some students need access to sensory input—like movement, fidgets, or quiet spaces—to stay regulated and focused. On the other side, some behaviors may be a response to aversive sensory input—such as loud noises, bright lights, or uncomfortable seating. Supporting sensory needs means both providing what helps and reducing what overwhelms. Together, these approaches create a more comfortable and supportive learning environment.

• Provide access to fidgets or sensory tools (e.g., putty, textured strips)

• Offer noise-canceling headphones during loud activities

• Create a quiet or low-stimulation workspace in the classroom

• Allow movement breaks or access to a sensory path

• Offer a variety of seating options that provide sensory input, such as stability balls, wobble stools, and wiggle seats. 

• Allow students to stand at their desks or pace within a designated area if needed.

• Adjust lighting (e.g., use natural light, lamp lighting, or light covers)

• Limit exposure to strong smells or harsh cleaning products

• Pre-teach and practice calming strategies using visuals or routines

• Allow student to wear a hoodie or hat if it helps with sensory regulation

• Reduce visual clutter on desks and walls near the student’s workspace

• Downloadable checklist for a sensory-friendly classroom: https://www.inclusioned.edu.au/sites/default/files/media/Sensory-Audit-Checklist_PRIMARY_Fillable.pdf 

🕓 Scheduled Breaks

Offer breaks throughout the day or class on a fixed time schedule, not contingent on behavior. Scheduled breaks give students a chance to reset before behavior escalates. For students who struggle with focus, frustration, or sensory overload, knowing a break is coming can reduce anxiety and increase task completion. Movement breaks help release built-up energy, snack or drink breaks can improve regulation, and changing locations—like moving away from distractions or toward a calming spot—can reduce triggers. Even simple tasks like running an errand give the brain a short rest and a sense of purpose. When breaks are built into the day, students are less likely to use challenging behavior to escape tasks.

• Information on scheduled breaks from the OT perspective: https://www.theottoolbox.com/classroom-breaks-and-behavior/ 

• Information on types of breaks: https://www.n2y.com/blog/improve-focus-and-self-regulation/ 

• Downloadable list of movement break ideas from the University of Mississippi: https://olemiss.edu/departments/education/safe-office/endorsements/assets/brainbreaks.pdf 

• Downloadable guide for physical activity breaks in the secondary classroom from the Colorado Education Initiative: https://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf 

Flexible Seating Options

Flexible seating gives students more control over their environment, which can increase comfort, focus, and engagement. Some students may need to stand, wiggle, or sit in a quieter corner to stay regulated and productive. By offering seating options like wobble stools, floor cushions, or standing desks, you’re meeting individual needs proactively—before behavior becomes a problem. It also reduces power struggles by allowing students to make choices about where and how they learn best. When students feel comfortable and in control, they’re more likely to stay on task and less likely to act out.

Flexible Seating Options:

• Floor cushions or bean bags

• Wobble stools

• Yoga balls or ball chairs

• Standing desks

• Low tables with floor seating

• Lap desks or clipboards for working on the floor

• Rocking chairs or glider seats

• Traditional chairs with fidget bands

• Crate seats or milk crate stools

• Portable stools or scoop rockers

• Carpet spots or designated floor work areas

• Video demonstrating flexible seating in the classroom from Worthington City Schools: https://youtu.be/4032RHih39U?si=FnEX4b5Tc40VXWX3