The ABC's of Behavior: Antecedents
Hi there! How are you? It’s so nice to see you here!
Are you ready to know your A-B-C’s?
To dive into the A (antecedents) & C (consequences)?
Gather up your swim goggles and snorkel, better yet, grab your scuba gear because this week we’re going to really begin breaking down everything you need to know about antecedents and practical ways to adjust them at home for your learner.
As a practicing special educator turned behavior analyst in public education, for the last 13 years I have been asked in some form the following question:
“Why did you make that decision?”
As a special educator, decisions for programming largely depended on student evaluation and assessment results, performance in and out of the classroom, retention of skill over time, independence within a skill, etc. just to name a few.
As a behavior analyst, though, our decisions are based on data to understand the “why”, looking more clearly at two distinct things around behavior, particularly:
What is happening BEFORE (antecedent)
What is happening AFTER (consequence)
But, why are these two things so important in making decisions for supporting a learner’s behavior?
BEFORE - Antecedents
Let’s break. it. down.
Antecedents look at what event(s) or stimuli happen BEFORE a behavior.
Events and stimuli are usually actions made by someone else or interactions with another individual.
Sometimes, too, more than one antecedent could have an impact on a behavior.
Antecedents have a strong influence on behavior in the present, so I want to make an important distinction here:
Please try to not get caught up on the word “BEFORE” because this can be a range, meaning, the antecedent(s) can go from happening right before to happening hours or days before the presentation of a specific behavior. That’s why we analyze the information we collect.
The job of the antecedent is to set the stage and act as signal(s) to let the learner know what the availability or value of the potential consequence(s) could be for engaging in that behavior (based on their history when engaging in the behavior.)
So what are some common antecedents that lead to behavior?
A demand/request
A difficult task
A transition
Being told no
Having to wait
Time alone (no attention being given)
Free play (playing with toys or preferred items with no demands)
So, what can we do?
While this largely depends on which specific antecedent you’re working with, there are many strategies you can put into place. (Keep in mind, antecedent strategies are proactive, meaning, they’ll occur prior to the behavior with the hypothesis that it will decrease the likelihood of the behavior from occurring.)
Provide choice between 2 options that are appropriate in that time frame/location.
Break down the task into smaller pieces using a first/then board or token system through visuals (e.g. pictures, text, etc.)
Building in reinforcement of preferred items at varying intervals of time (i.e. after “then” or within 4 tokens, etc.) helps the learner make progressive steps towards the response you’re looking for.
Use progressive warnings to breakdown the transition using visuals, auditory signals (parent voice or timer)
Note that when using a timer, it needs to be paired with a verbal prompt as well so the learner understands that the sound of the timer signals something.
Provide a clear alternative for what they CAN do; do not discuss what they can’t do.
Behavioral momentum: start with something the learner can easily do within the sequence and gradually build the expectation to what you’re needing them to do
Give 1:1 time with the learner prior to longer periods of alone or free play (if the learner is engaging in behavior to get attention.) You can even work on requesting more 1:1 time with visual supports and make the 1:1 time end at a clear stopping point before alone time begins (e.g. requesting an extra minute or two of 1:1 time, etc.)
The big difference between both the antecedents and consequences are antecedents set the stage for the behavior to occur in the present while consequences are what makes the behavior want to return (or not return) to the stage in the future.
As we explore what consequences are in greater depth next week, remember these proactive antecedent interventions and strategies and how they can support and ground your learner before a behavior and ultimately help decrease behaviors that your learner is engaging in.
Be sure to check us out on Instagram @coffeemugsandclipboards this week to learn more information related to this blog post.
I’m so glad you’re here!
