Domain D: Antecedent Interventions

Learning Goals:
1. Define and identify positive behavior support systems
2. Identify and explain the Premack principle, behavioral momentum,
priming, forced choice
3. Identify common environment and visual supports and benefits of each
such as, functional communication training, PECS, TEACCH, social
stories, video modeling, visual schedules

1. Positive Behavior Support Systems (PBS)

Detailed Definition: Positive Behavior Support (PBS) is rooted in the

principles of Applied Behavior Analysis (ABA) and focuses on understanding
the reasons behind challenging behaviors. Unlike traditional methods that may
rely on punishment, PBS emphasizes prevention and the development of
positive behaviors through reinforcement and skill-building.

Key Components :

● Functional Behavior Assessment (FBA): The FBA is critical in

PBS as it identifies the function or purpose of a challenging behavior.
This involves collecting data through observations, interviews, and
other methods to understand the antecedents (what happens before
the behavior) and
consequences (what happens after the behavior) that maintain the behavior.
● Environmental Modifications: Changes to the physical or social
environment can significantly reduce triggers for challenging behaviors. For
instance, reducing noise levels, altering seating arrangements, or providing
structured routines can minimize the likelihood of problem behaviors.
● Skill Building: PBS emphasizes teaching alternative, functional
behaviors that serve the same purpose as the challenging behavior. For
example, if a child engages in aggressive behavior to escape difficult
tasks, PBS would focus on teaching the child to request a break or ask
for help instead.
● Consistent Reinforcement: Positive reinforcement is used to
encourage the desired behavior. This reinforcement can be in the form
of praise, tangible rewards, or access to preferred activities. The goal is
to make the positive behavior more rewarding than the challenging one.
Implementation: PBS is not a one-size-fits-all approach. It requires collaboration
among educators, therapists, parents, and other stakeholders. The strategies
must be tailored to the individual's needs and consistently applied across all
settings, whether at home, school, or in the community.

Real-Life Example: Consider a student who exhibits disruptive behavior in the

classroom when asked to complete difficult tasks. Through PBS, an FBA might
reveal that the behavior occurs to avoid challenging assignments. An
intervention plan could include breaking tasks into smaller, manageable steps,
offering frequent breaks, and providing positive reinforcement when the student
attempts or completes the task.

2. The Premack Principle, Behavioral Momentum, Priming,

Forced Choice

Premack Principle Theory: The Premack Principle, developed by David

Premack, is based on the observation that activities can be ranked in a
hierarchy of preference.
Higher-preference activities can serve as effective reinforcers for
lower-preference activities. This principle is highly useful in ABA because it
leverages naturally occurring behaviors as motivation.

● Practical Use: Teachers and therapists frequently use the Premack

Principle to increase the likelihood of completing less preferred tasks. For
instance, a child who prefers playing video games over doing homework
can be motivated by offering video game time as a reward for completing
their homework.

Behavioral Momentum

● Theory: Behavioral momentum is analogous to the concept of momentum

in physics. Just as a moving object is more likely to continue moving, an
individual who is engaged in a series of successful behaviors is more
likely to continue being compliant when presented with more challenging
tasks.
● Application: This strategy is particularly effective for children who are
resistant to difficult or non-preferred tasks. By starting with simple,
easy-to-follow
instructions that the child is likely to complete successfully, you build
"momentum," making it more likely the child will comply with more
challenging requests.
Priming

● Theory: Priming works by preparing an individual for an upcoming event or

task, which can reduce anxiety and increase compliance. Priming taps into
the
individual's need for predictability, particularly for those who may
experience anxiety or resistance to change.
● Examples: In a classroom, a teacher might use a visual schedule to prime
students for transitions between activities. For a child with autism, priming
might involve showing them a picture of the playground before it's time for
recess, helping them mentally prepare for the change in activity.

Forced Choice :

● Theory: Offering forced choices is a way to empower individuals by

allowing them to have control over their actions, within limits. This can
reduce defiance and increase cooperation since the individual feels that
they have a say in what they do.
● Application: Forced choice can be used in various settings, such as
offering a child the choice between two tasks or activities, both of which
are acceptable. For example, a parent might ask, "Would you like to
brush your teeth now or in five minutes?" This allows the child to feel
some control while ensuring that the desired behavior (tooth brushing)
occurs.

3. Common Environmental and Visual Supports

Functional Communication Training (FCT) :

● Theory: FCT is grounded in the understanding that many challenging

behaviors are a form of communication. Individuals may use behaviors like
aggression or tantrums to express needs or wants when they lack the
skills to do so appropriately.
● Implementation: FCT involves identifying the function of the challenging
behavior through FBA and then teaching an appropriate communication
method to replace it. For example, if a child throws objects to gain
attention, FCT might
involve teaching the child to use a specific word, sign, or picture to
request attention instead.
● Benefits: FCT not only reduces challenging behaviors but also
 enhances the individual’s communication skills, leading to better social
interactions and a higher quality of life.

Picture Exchange Communication System (PECS) :

● Theory: PECS is a structured program that allows individuals, particularly

those with limited verbal communication skills, to initiate communication. It
begins with teaching the individual to exchange a picture for a desired item
and progresses to constructing sentences and responding to questions.
● Implementation: PECS is typically implemented in phases, starting with
simple exchanges and gradually increasing complexity. It's highly
adaptable and can be used in various environments, from classrooms to
homes.
● Benefits: PECS empowers non-verbal individuals to communicate
effectively, reducing frustration and associated challenging behaviors. It
also enhances
independence by allowing individuals to express their needs without
relying on verbal communication.

TEACCH :

● Theory: The TEACCH approach is based on the understanding that

individuals with autism benefit from a structured environment that is
visually clear and organized. This helps reduce anxiety and increase
independence by making expectations and routines predictable.
● Implementation: TEACCH involves creating physical spaces and visual
supports that guide the individual through their daily activities. This might
include color-coded areas for different activities, visual schedules, and
clearly defined
workspaces.
● Benefits: TEACCH reduces anxiety by making the environment more
predictable and structured. It promotes independence by helping individuals
understand what is expected of them and how to navigate their
environment.

Social Stories :

● Theory: Social stories were developed by Carol Gray to help

individuals with autism understand and navigate social situations.
These stories describe a situation, the perspectives of others involved,
and appropriate responses.
● Implementation: Social stories are tailored to the individual and the
specific situation they are likely to encounter. They can be used to prepare
 individuals for a wide range of scenarios, from visiting the dentist to making
a new friend.
● Benefits: Social stories provide a framework for understanding social
interactions, which can be challenging for individuals with autism. They
reduce anxiety by providing clear expectations and can be revisited as
needed.

Video Modeling :

● Theory: Video modeling leverages the power of visual learning by

showing an individual a video of a desired behavior or skill being
performed. This technique is particularly effective for individuals with
autism, who often learn well through visual means.
● Implementation: Video modeling can be used to teach a wide range of
skills, from daily living activities like brushing teeth to social skills like
greeting others. The individual watches the video repeatedly until they can
replicate the behavior themselves.
● Benefits: Video modeling is engaging and allows the individual to learn at
their own pace. It is particularly effective for complex skills that might be
difficult to
learn through traditional teaching methods.

Visual Schedules :

● Theory: Visual schedules use pictures, symbols, or words to outline

the sequence of events or steps in an activity. They cater to individuals
who may struggle with verbal instructions or have difficulty
remembering sequences.
● Implementation: Visual schedules can be used for daily routines, specific
tasks, or transitions between activities. They are highly customizable and
can include pictures, words, or both, depending on the individual’s needs.
● Benefits: Visual schedules enhance independence by providing a clear,
concrete guide to what is expected. They reduce anxiety by making the
day or activity predictable and structured, which is especially beneficial
for individuals with autism or other developmental disabilities.