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ANTECEDENT-BASED INTERVENTIONS

What are Antecedent-based Interventions?

  • Antecedent-based interventions (ABI) are a collection of  strategies which involve manipulation of events that precede target behaviour in an attempt to prevent problematic, interfering behaviour from occurring.

  • The goal of ABI is to identify the conditions in the setting that are reinforcing the interfering behavior and then to modify the environment or activity so that the environmental conditions no longer elicit the interfering behavior.

  • Antecedent-based strategies may involve (i) manipulations to the learning environment typically referred to as the setting and structure of the classroom, and/or (ii) manipulations to the characteristics of the tasks (see Figure 1).

Learning Environment

Structured Classroom Arrangements (Bullard, 2010; Lawry, Danko, & Strain, 1999; Weinstein, 1979)

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  • Assign specific functions and purposes to each space (e.g., horseshoe table for group work)

  • Create visual boundaries among spaces to differentiate their functions (e.g., coloured tape on the floor)

Visual Schedule (Cirelli, Sidener, Reeve, & Reeve, 2016; MacDuff, Krantz, & McClannahan, 1993)

 

  • Provide an overview of activities planned for the instructional period

  • Use visuals that the children understand

  • Use visuals and terms that are meaningful to the child

  • Incorporate the visual schedule into functional, everyday activities (routine-based)

Classroom Rules (DuPaul & Weyandt, 2006; Pfiffner, Barkley, & DuPaul, 2006; Sutherland, Wehby, & Copeland, 2000; Tanol, Johnson, McComas, & Cote, 2010).

  • Set few classroom rules

  • Allocate time to communicate classroom rules clearly to the children

  • Focus on positive, desired behaviours (e.g., “Don’t be mean” vs “Be nice to others”)

  • Remind children of behaviour expectations regularly

  • Rules to be posted in close proximity for children with ADHD

  • Provide frequent praises for children who follow classroom rules

Stimulating Instructions (Haydon, Mancil, & Van Loan, 2009; Imeraj et al., 2016; Randolph, 2007; Sutherland & Wehby, 2001)

  • Create highly engaging instructions by providing frequent opportunities for children to respond.

  • Encourage choral responding (e.g., use response cards during lessons)

  • Brisk instructional pace

  • Transition quickly and reduce downtime

Clear Directions (Gettinger, 1988; Gettinger & Seibert, 2002).

  • Issue short and clear instructions (e.g., “Keep your bag” instead of “Can you keep your bag and don’t leave it lying around?”)

  • Break down multiple instructions

  • Employ visual companions in conjunction with oral instructions (e.g., write directions on the board, give handouts)

Prompts and Attention Checks (Ford, Olmi, Edwards, & Tingstrom, 2001; Gettinger & Seibert, 2002)

 

  • Provide visual cues to remind children of behaviour expectations

  • Capture children’s attention before issuing instructions (e.g., eyes and ears on me)

  • Follow-up instructions

  • Circulate around the room to keep students focused (i.e., proximity control)

  • Provide verbal praise for on-task behaviours

Characteristics of Task

Stimulating Tasks (Zentall, 2005; Zentall & Dwyer, 1989)

 

  • Select activities that promotes interest in students

  • Use a variety of materials to maintain task novelty and highlight relevant information (e.g., colours, music, textures)

Task Choices (Dunlap et al., 1994; Powell & Nelson, 1997; Tasky, Rudrud, Schulze, & Rapp, 2008)

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  • Make a list of ‘choice’ options you are comfortable offering

  • Provide 2 to 3 choices of assignments that are approximately equivalent in difficulty and learning objectives

  • Allow children to choose their seat or peers to work with

Break Big Tasks into Smaller Pieces (DuPaul & Ervin, 1996; DuPaul & Weyandt, 2006)

 

  • Reduce length of assignments to match the child’s attention span or ability level

  • Trim new or challenging tasks into smaller, manageable portions

  • Break long assignments into series of short practices

Task Interspersal (Charlop, Kurtz, & Milstein, 1992; Hawkins, Skinner, & Oliver, 2005; Winterling, Dunlap, & O'Neill, 1987)

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  • Increase task variation by sandwiching different tasks

  • Sandwich preferred and non-preferred tasks

  • Sandwich easy (previously learned tasks) and difficult tasks

Attention Breaks (DuPaul & Ervin, 1996)

 

  • Provide brief movement breaks: Allow children with ADHD to move around during breaks

  • Contract with students to give them short breaks to engage in a preferred activity each time that they have finished a certain amount of work.

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