Manipulating Antecedent Conditions to Alter the Stimulus Control of Problem Behavior

Abstract

In a three-phase study, antecedent conditions involving instructor's task demands and social comments were evaluated for 3 students with severe disabilities who emitted problem behavior. The results of a descriptive analysis (Phase 1) demonstrated that task demands served as antecedents for problem behavior, and social comments were generally associated with increased levels of positive social affect. In a subsequent experimental analysis (Phase 2), an instructor emitted high rates of social comments and gradually faded in task demands across sessions. The results of Phase 2 showed initial reductions in problem behavior to near-zero levels from the onset of intervention, with the successful reintroduction of task demands for all students. Phase 3 replicated the procedures of Phase 1. The results demonstrated that for 2 students, task demands no longer served as antecedents to problem behavior. The outcomes from two social validity assessments indicated that substantial improvements were perceived in student behavior and that the independent variable was a socially acceptable means of reducing problem behavior.

A critical analysis of data‐based studies examining behavioral interventions with children and adolescents with brain injuries

“…daily routine planner) in the school setting. Kennedy (1994) and Gardner, Bird, Maquire, Carrerio, and Abenaim (2003) also decreased challenging behaviors with antecedent control procedures. Kennedy (1994) decreased the stereotypy and aggression of a 20-year-old male with brain injury using interspersal and fading techniques.…”

“…Kennedy (1994) and Gardner, Bird, Maquire, Carrerio, and Abenaim (2003) also decreased challenging behaviors with antecedent control procedures. Kennedy (1994) decreased the stereotypy and aggression of a 20-year-old male with brain injury using interspersal and fading techniques. The participant was one of three students in the study and was diagnosed with profound intellectual retardation, quadriparesis, hydrocephalus, and health impairments due to a closed head injury at age 15.…”

“…On the other hand, several studies employed multiple baseline designs, alternating treatment designs, and reversal designs that demonstrated a clear treatment effect (i.e. Hegel, 1988;Kennedy, 1994;Selznick & Savage, 2000, Slifer et al, 1993.…”

Adult outcomes of pediatric traumatic brain injury

“…The strategy effectively reduced the frequency of aggressive and challenging behaviors but these improvements were not maintained once the cues were withdrawn. Other strategies have included the use of token economies [77], verbal contracts [78], reinforcement and informational feedback [79], initial reduction of task demands [80], caregiver education [81], stress inoculation training [82], extinction [83], and home-based mentoring [84]. All these intervention strategies have demonstrated success in treating post-TBI behavior problems.…”

Establishing Operations: Implications for the Assessment, Treatment, and Prevention of Problem Behavior

“…The modification of such EOs has become an important part of conceptions of both individual treatment (e.g., Iwata et al, 1993) and a variety of specific treatments (e.g., Horner et al, 1997;Kennedy, 1994;Vollmer et al, 1993). Given that such EOs are commonly found in the environments of people at risk for problem behavior, their systemic modification holds the promise of reducing both the occurrence of problem behavior in individuals for whom it is already part of their repertoire and preventing its initial onset in others.…”