Unit 3 antecedent interventions for problem behavior Flashcards by Kathleen Dugan

Manipulations of environmental events that occur prior to the occurrence of either the target problem behavior or the occurrence of a behavior we TARGET to INCREASE so as to REPLACE the problem behavior.

Evokes appropriate behavior

Excludes interventions in which there is an explicit contingency Between a response and a consequence.

Though TIIME-CONTINGENT delivery of a preferred stimulus may follow the occurrence of some Behavior, the delivery, it’s NOT contingent on the occurrence of any behavior. In fact, the client may be dead when the delivery occurs.
However, May evoke behavior which is then REINFORCED either through an AUTOMATIC consequence or a SOCIALLY-mediated CEO and CONSEQUENCE: These consequences usually are seen as a BYPRODUCTS of the antecedent interventions and not as an actual COMPONENT of the antecedent intervention

Can be classified by the underlying mechanism for their effects.

Antecedent Intervention

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Can be classified as:
1. either generic or function-based
interventions.
- Generic interventions are used irrespective of maintaining contingency (AKA, “default interventions”; e.g., Smith, 2011). Multiple uses, even one function of behavior has been identified.
Can use the same intervention across different functions
-function based interventions are used to manipulate at least part of the contingency maintaining the target behavior.

by the underlying mechanism for their effects.
- MO Effects: alter the effectiveness of consequences and either evoke or abate
  behavior that produces those consequences. ——Discriminative Effects, SD, alters discriminative control over behavior.

Contingency-breaking effects Break or weaken the contingent relationship between the problem behavior and the maintaining consequence.
- Restricting the ability to engage in behavior makes it Difficult or impossible to Engage in the problem behavior.

Antecedent interventions

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some cases may have Multiple Mechanisms underlying their effects.

MO effect

SD effect (Discriminative effects)

Contingency breaking effects

Restrict ability to engage in behavior

antecedent interventions

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Operant antecedents do not function Independently of consequences.

Antecedent manipulations Evoke Prosocial behavior and Abate problem behavior.

However, it is Consequences that will determine long-term effects of the intervention.

In Some cases may evoke behavior that is reinforced, which will then have long-term effects.

In many cases, will only have a Transitory or even a Momentary effect

Used as only a Component of a treatment.

Combine with Reinforcement procedures

May need to include extinction and/or Punishment procedures.

Remember, when developing procedures for a behavior plan, we are creating New _ Contingencies and Breaking old contingencies.
So think “Contingent instead of “antecedent interventions

Antecedent manipulations

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Alter the effectiveness of consequences and either evokes or abates behavior that reproduces those consequences.
Alters discriminative control over behavior
Note: you can’t change discriminative effects without changing the consequence.
Break or weaken the contingent relation between the problem behavior and maintaining consequence.
Make it difficult or impossible to engage in the problem behavior

MO effects
Discriminative effects
Contingency breaking effects:
Restrict ability to engage in behavior:

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Use of structural terms in lieu of functional terms.

Use of terms that are not conceptually systematic.

Fail to correctly identify mechanisms underlying the affects of these procedures

Fail to use procedures in ways that have enduring and generalizable effects

Problems with using antecedent interventions - (Some ABA practitioners and researcher)

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Use FUNCTIONAL rather than “STRUCTUREL“ terms

When using procedures, TIE them to specific principles of behavior while clearly identifying MECHANISMS underlying their EFFECTS

Remember the considerations for using antecedent interventions covered earlier in the unit

Potential solutions To problems using antecedent interventions

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MO, EO, AO and the different types of discriminative stimuli areThat is, they are defined by their EFFECTS on behavior, on other STIMULI , and their role in CONTINGENCIES and functional RELATIONS

Functional Terms

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and ecological variables are commonly used but are NOT functional terms as they are NOT DEFINED by their. Effect; rather, they are “structural terms.

Based on the assumption that because certain Antecedents are distinguishable from discrete stimuli, the Mechanisms that affect behavior must also be distinct.
However, the mechanisms underlying the effects of a certain event are not considered when classifying the event (e.g., setting event or ecological variable).

NOT TIED to specific Principles of behavior. I

Not Clear what Role this, or ecological variable plays in a Contingency

Smith and Iwata 1997 provide an excellent summary of these issues in the assessment and treatment of problem behavior

Setting Events

What they LOOK like (by FEATURES that identify them.

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Temporarily REMOTE or extended and compound event;
( ie., Remote = it occurred a while BEFORE the behavior. Compound = multiple things going on.)

Stimulus events or contexts, including complex antecedent conditions, events, and stimulus response interactions that exert GENERAL control over antecedent behavior and interactions.

May proceed and/or overlap with discrete antecedent behavior relationships

Setting Event; Structural term

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The missed school bus, the drive with mom, and the bad day at school
“Kid usually behaves very well at school. One day he got up late, things went wrong. He missed the bus. Mother On her way out to work, had to take him to school. Mother yelled in car. Teacher asked him to do something, he cursed.” Literature Call is this a setting event

Example of setting events

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Non-discrete STIMULI which overlap with discrete antecedent behavior relationships.

Also known as contextual variable.

Ecological variables: Structural Term

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The number of persons present in a situation. Eg., Three or 20 in a group.

Where and with whom a person lives, works, and recreates

The variability (diversity ) , Quantity, and type of activities and tasks in the environment

Daily weekly, yearly routines and rhythms

Ongoing activities; time of day

Day of week

Weather and room temperature

Physical surroundings

When we do it’s only around a couple of her friends, she talks seriously about her feelings and what is going on in her life. However, when she is in a large group of people, she asked silly and ask like a clown. The number of people she is with affects her behavior.

Ecological variables - Examples.

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If someone describes a situation or uses antecedent interventions and if he or she labels the antecedent event or intervention as either a setting event or an ecological variable, carefully analyze it’s a fact and its role in contingencies and functional relations. Determine which functional term best fits.

Solution to use of structural terms

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From a functional perspective, if a rainy day decrease the effectiveness of praise from her boss as a reinforcer and abated Work behavior, the rainy day functioned as a

Abolishing operation for a positive reinforcement

Discriminative stimulus for a positive punishment

Ecological variable for positive reinforcement

Establishing operation for positive enforcement

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Discriminative stimulus control strategies
Environmental enrichment
Antecedent exercise
Relaxation exercises
Cushion antecedent predictors
Do you not talk as if not there or mention bad behavior
Medical treatment
Non-contingent restraints and protective equipment

Eight Generic (Default) Interventions

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Multiple uses, even when function of behavior has been identified

Can use the same intervention across different functions

Generic antecedent interventions

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Involves developing discriminative control over behavior so that certain ANTECEDENTS function as an SDs for prosocial behavior and not SD’s or EO’S for a problem behavior

Involve transferring discriminative stimulus control to the natural environment.

Discriminative stimulus control strategies.

Antecedent interventions

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Developing SDs for Prosocial Behavior

Transforming SDs for Problem Behavior
Into SDs for Prosocial Behavior and

SΔs for Problem Behavior (Differential Reinforcement):

Transforming EOs for Problem Behavior into SDs for Prosocial Behavior:

Transfer of Discriminative Control:

Types of Discriminative Control Strategies and Examples:

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There is no discriminative stimulus control without Differential Reinforcement But unlike the standard discrimination formula, we want:

SD – R 1- SR

S Delta. – R 2 - EXT And not S Delta - R 1 - E XT

R1 Is prosocial behavior
R2 Is problem behavior.

Want mom to be an SD for prosocial behavior and

S/Delta for a problem behavior

• It’s combining DRA with! Discrimination kind of training.

Mechanisms of discriminative control strategies.

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You can’t change discriminative effects without changing the……

Consequences

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Consist of providing non-contingent access to social interaction, materials, and/or activities in the settings of interest such as home, school etc.

Mechanism: These could function as abolishing operations; for example,

AO for negative attention as S R +
AO for negative reinforcemen
AO for sensory + or negative sign reinforcement

Environmental enrichment- Generic antecedent intervention

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Most of the research has focused on reduction of stereotypical behavior maintained by automatic positive reinforcement.
Ex., Favill With persons with developmental and related disabilities
Wong.: Persons with severe and persistent mental disorder like schizophrenia

Could also provide sources of reinforcement for appropriate interaction with persons, materials, etc. ( address other functions)

More effective
If highly preferred stimuli Are use.
Stimuli are varied and/or rotated, ;
Produces stimulation similar to maintaining consequences.

Some conceptualize as non-contingent reinforcement but this intervention does not consist of time contingent delivery of preferred stimuli

Environmental in Enrichment a.k.a.Enriched environment

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Involve persons served in systematic exercise program such as aerobic exercises, weight training.

Do not have person exercise contingent on problem behavior

Antecedent exercise-

Generic Antecedent intervention

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Not EMPIRICALLY Verified Likely MO EFFECTS AO (Abolishing Operations) May be PAIN reduction or ANXIETY REDUCTION Fatigue has been ruled out in several studies as appropriate behavior has increased, so no general decrease in activity level

Antecedent exercise – possible mechanisms

As may be seen in the previous ASRs, we translated the Structural terms into Functional terms. To do so, we had to look at E__________ of the E___________, look at the Underlying mechanisms for the effects, Tie them to the principles of behavior. An additional problem: “Don’t set off Johnny!” When antecedent interventions are used in Isolation instead of a multi-component plan, which includes the manipulation of consequences, the effects are transitory or, even, momentary. The effects do Not endure or Genetalize. S________________, remember considerations

* Progressive : Tense and relax * Behavioral Relaxation: Not to use on NIEVE learners. They don’t respond well to verbal instruction Or modeling. Require guidance Mechanisms: same as exercise. Possible RESPONDENT processes such as COUNTERCONDITIONING Yoga, meditation, meditation can also be used.

Relaxation Exercises Antecedent intervention generic

1. Identify events that EVOKE the problem behavior 2. MODIFY the EVENT in such a way so as to ABOLISH its effect and ABATE behavior Ex: the 5 year old and his new baby brother Mechanism Underlying The strategy; Likely MO effect, or Sd EFFECT (When the baby needed care, the little boy got attention.)

Cushion Antecedent Predictors -Generic antecedent interventions

The story of the Day Program I Monitored Mechanisms; MO or SD effect Depending on history of the individual

Do not talk as if the person is not there and do not mention bad behavior- Generic antecedent intervention

Includes any intervention for health related issues that have an affect on problem behavior and treated by efficient typically with medication. Could be other things There are a myriad of research studies documenting the interaction between many medical conditions and problem behavior. Examples; Seizures, allergies, pain, constipation and many more

Medical treatment – generic intervention

Many of these conditions function as ESTABLISHING operations for NEGATIVE reinforcement . Example: If you have a headache, escape for my task is more reinforcing. Many function as ABOLISHING operations for POSITIVE reinforcement OR Both

How medical issues affect problem behavior

Mechanisms underlying effectiveness of medical treatment Medical treatment can function as either:

Abolishing operations for negative reinforcement Establishing operations for positive reinforcement Or both

Opioid receptor blockers, (Naltrexone), Can be used to prevent a natural high produced by the release of endorphins. Example; headbanging releases endorphins. Use of lockers are an ANTECEDENT interventions but functionally this is an EXTINCTION procedure Has to be faded out

Medication- Generic antecedent intervention

A preferred stimulus is delivered at a point in time WITHOUT a response requirement Stimulus delivery is TIME-CONTINGENT , NOT RESPONSE- Contingent.

Time-based schedules

Fixed time Variable interval

Types of Time-based schedules

* Non-contingent reinforcement (NCR; Task list) * RESPONSE independent SCHEDULE of reinforcement – task list * Time-based schedule of reinforcement – task list * . Response iINDEPENDENT DELIVERY of a reinforcer * Time-based delivery of a reinforcer

Terms for Time-based Schedule . Unfortunately all the time based schedules in literature though they are misnomers

BETTER terms might be: Time contingent stimulus delivery or presentation Response independent STIMULUS delivery or presentation Preferred or Appetitive May be INSERTED before a stimulus. E.g., time contingent delivery of a preferred stimulus.

Terms for time based schedules

Really not “ schedules of reinforcement?” Reinforcement or antecedent? The STIMULUS does NOT follow any specific response – a dead person can be presented with a PREFERRED stimulus. It is used to ABATE problem behavior and NOT to increase or decrease RATE across time

Time-based schedules of what?

AO/ABOLISHING OPERATION for the item being delivered or the stimulus being delivered. Contingency BREAKING effects

Effect/Mechanism of Time Based Schedules

Start by either: Using a CONTINUOUS schedule such as give attention constantly without a break. Setting a time CRITERION at or slightly lower than MEANI IRT Setting the time criterion at or LOWER Then LATENCY to FIRST occurrence of problem behavior THIN delivery schedule systematically and gradually as you would thin a DRO or other REINFORCEMENT schedule Consider withholding delivery of problem behavior occurring at time of delivery. Some studies show that this is not necessary but may be feasible

Using time based schedules

1. When planning to use a time based schedule what main question do you ask? 2. Typical uses...

1. Use a Functional or arbitrary STIMULUS? 2. Attention, TANGIBLE item, SENSORY stimulation ...delivered contingent on time and INDEPENDENT of problem behavior NON-contingent ESCAPE (NCE.)Example of initial schedule; FT 10 seconds. Example of terminal schedule: FT5 minutes

Effective at BREAKING contingency and ABATING behavior EASE of use More ROBUST affects then DRO or extinction

Advantages of time-based schedules

Does NOT necessarily increase pro- social REPLACEMENT behavior

Disadvantages of time based schedules

Stimulus fading-IN Graduated EXPOSURE/DESENSITIZATION ALTERING demands – many variations Provide CHOICE Time contingent “ESCAPE” RELOCATE clients/others MOVE locale of ACTIVITIES

Antecedent interventions for escape/avoidance behavior

A procedure like SHAPING, produces GRADUAL changes in behavior. The antecedent stimulus changes gradually while the RESPONSE stays the SAME AKA, Demand or Instructional fading. Demand or instruction (REFLEXIVE EO for negative reinforcement) is initially removed. Then, maybe gradually are-introduced contingent on absence or low levels of problem behavior may be gradually re- introduced contingent on absence or low levels of problem behavior. Some potential EOs for Sr- includes difficult tasks, non-preferred tasks, novel tasks, rate of task presentation, number of tasks, repetitiveness of tasks, session duration, and manual guidance/physical contact.

Stimulus fading in : Antecedent interventions for escape/avoidance behavior

Difficult tasks Nonpreferred tasks Novel tasks Rate of task presentation Number of tasks Repetitiveness of tasks Session duration Manual guidance/physical contact

Potential EO’ S for SR—. Antecedent interventions for escape/avoidance behavior

Gradually increasing TASK difficulty, Duration, or number Begin at a level that does NOT evoke problem behavior; then GRADUALLY and systematically increase difficulty as the person demonstrate success at each difficulty level TASKS that a person prefers to perform can be INTERSPERSED among LESS preferred or more difficult task items INCREASES positive reinforcement for TASK ENGAGEMENT and functions as AO for NEGATIVE reinforcement Effects: Functions as an ABOLISHING Operation and ABATES problem behavior. EVOKES appropriate behavior which may then be REINFORCED

Stimulus fading in and behavior maintained by Escape

i. Alter timing, activity times, or routine ii. Embed demands iii. Provide assistance iv. Increase predictability

Altering Demands**- antecedent intervention for escape/avoidance behavior

Create a stimulus HIERARCHY from LEAST Likely to MOST likely to EVOKE a problem OPERANT behavior and/or illicit anxiety or panic responses SYSTEMATICALLY and gradually introduce the stimuli from least likely to most… Desensitization Add relaxation as a component to graduated exposure. involves Stimulus FADING-IN

Graduated EXPOSURE and IN-VIVO “Desensitization | Antecedent intervention for escape/avoidance behavior

CHANGE activity times or ROUTINE Deliver DEMAND when person is not engage in a PREFERRED activity See HEDONIC contrast For more on this topic. Examples: playing video games and doing homework. Difficult math problems and recess.

Alter TIMING– (instructional modifications that may assist and treating behavior maintain my escape/avoidance) **Altering Demands**- antecedent intervention for escape/avoidance behavior

Involves PLACING “demands” in a CONTEXT in which there are DISCRIMINATIVE stimuli for POSITIVE “reinforcement“ and where there are “ACTIVITIES” that produce reinforcement Example: the boy who engage in problem behavior when he had to buy a non Preferred item at the store

EMBED “demands” within reinforcing activities. ``` ALTERING DEMANDS (instructional modifications/ Antecedent interventions, that may assist in treating behavior maintained by escape/avoidance ) ```

… With difficult tasks … With nonpreferred tasks May decrease RESPONSE EFFORT and/or decrease Aversiveness of the tasks May serve as an AO for negative reinforcement

Provide assistance Altering demands-Antecedent interventions for escape/avoidance behavior

Establish ROUTINE or schedule Use Activity SCHEDULES -text or pictures •Move picture to different side of schedule or cross off text Inform of what is NEXT – or… Ask PERMISSION. The story of Lola and the Stevedores

Increase PREDICTABILITY Altering demands

Why does ALTERING a demand work as an antecedent MANIPULATION?

AO for negative reinforcement | Mechanisms

Modify features of the task Redesign CURRICULUM Use DI, PT, etc

Other instructional modifications/ antecedent interventions for escape avoidance behavior

”Choice” of: Activities or tasks ORDER or activities or tasks TIME of day for activities or TASKS WHO to do ACTIVITY or task with HOW to do the activity or task Has been shown to be MOST effective with behavior maintained by Social NEGATIVE reinforcement – ESCAPE/avoidance from task DEMANDS often functions as an A______________ operation for neg. reinforcement. help in providing a Novel source of reinforcement for engaging in an activity or task Some relate this to the literature on preference... The story of Jack and his chores

Providing Choice : | Other Antecedent interventions for behavior is maintained by escape avoidance

A.k.a. non-contingent escape, NCE or non-contingent negative reinforcement, -NCNR Provide frequent BREAKS on a “time contingent” schedule Use the same procedure as described for time_based SCHEDULES Why it works? AO fo negative reinforcement and BREAKS contingency between problem behavior and ESCAPE

Time – contingent ESCAPE Interesting interventions anything about escape avoidance behavior

RE-LOCATE client or others. The story of Alberta Move LOCALE of activities . The story of the rainy playground, the classroom and the OT room.

Two additional antecedent interventions for ESCAPE /avoidance or ANXIETY eliciting problem behavior

Time contingent delivery of ATTENTION And remember, DISCRIMINATIVE stimulus control strategies, including TRANSFER of stimulus control

Antecedent interventions for ATTENTION maintained behavior (GENERIC)

A.k.a., non-“contingent” reinforcement; non-contingent ATTENTION Provide FREQUENT “attention” SAME procedures as described earlier in the unit for “time “based schedules Mechanisms; AO and BREAKS contingency

Time contingent attention

Introduce a SALIENT stimulus that indicates the increased availability of “ ATTENTION “ and then FADE to NATURAL social CUES Mechanisms and examples: •develops other, more APPROPRIATE forms of attention as a reinforcer * Alters the “DISCRIMINATIVE “ FUNCTION of stimuli * ”TRANSFERS “ discriminative” stimulus ”CONTROL” to the NATURAL environment

Discriminative Control TRANSFER for a behavior maintained by Attention

Time-contingent “access” to delivery of tangible items or activities

An antecedent intervention for access-maintained behavior

AKA non-“contingent”reinforcement, NCR Deliver Preferred items Or provide ACESS to “materials“ or “activities “on a ”TIME-contingent” schedule SAME procedure is as described earlier in the unit for a TIME BASED schedules Mechanisms: AO And brakes contingency

Time – contingent access to materials/activities

1. Time contingent delivery of stimuli likely to compete with response products, NCR 2. Time contingent delivery of prescription drugs or drug substitutes 1. Transfer of APPETITIVE features of restraints by fading them out

3. Antecedent interventions for behavior maintained by automatic reinforcement

“ Antecedent interventions for behavior maintained by automatic reinforcement.” 1. Deliver ” STIMULI” likely to compete with response products on a “Time“contingent schedule 2. Work with physician who will prescribe “ drugs” and drug substitutes. These are time contingent as taken at different prescribed at times. MECHANISM: mostly functions as AO’s

1. Time contingent delivery/access to sensory stimuli | 2. Time contingent delivery of prescription drugs or drug substitutes.

(An Antecedent interventions for behavior maintain by automatic reinforcement #3) Gradually Reduce the size or other feature of “ RESTRAINT “. E.g., the amount of pressure, Such as “FADING out” arm splints Gradually INCREASE amount of time OUT of restraints based on the LATENCY to the FIRST SIB upon restraint removal. Example ; FADING OUT helmet or soft restraints One mechanism: RESTRAINTS as an AO

#3. Transfer of APPETITIVE features of RESTRAINTS by FADING them out

“ALTER” timing; ACTIVITY times, or ROUTINE EMBED “ Demands “ Provide ASSISTANCE Increase PREDICTABLY

Altering Demands (Antecedent interventions for a skate went in behavior)

EXCLUDES “ interventions“ in which there is an explicit CONTINGENCY Between a RESPONSE and a consequence.

Antecedent interventions

Involves TRANSFERRING discriminative stimulus “CONTROL” to the NATURAL environment.

Discriminative control procedures/generic

Use “SENSITIZATION” and relaxation as a component to....

GRADUAL EXPOSURE

Using discriminative stimulus control procedures typically requires the use of both

reinforcement and extinction, DIFFERENTIAL REINFORCEMENT!!

Setting events are best conceptualized as.

discrete stimuli (Environmental events). They are Remote in time and may occur over an extended period. They can be compound (Multiple events can contribute to a setting event)

Ecological variables are...

non-discrete conditions, also known as contextual variables (ie) Variables in context of the target behavior). They are generally non-discrete events a G., Temperature of the setting in which the behavior occurs, noise in the environment, number of persons present etc. And they overlap in time with the occurrence of the target behavior

Setting events are best conceptualized as.

discrete stimuli (Environmental events). They are Remote in time and may occur over an extended period. They can be compound (Multiple events can contribute to a setting event)

Ecological variables are...

When antecedent interventions are used in isolation instead of a multicomponent plan which includes the manipulation of consequences, the Effects are transitory or even momentary Effects do not endure or generalize Solution: remember considerations…

And additional problems; don’t set off Johnny

Highly restrictive and only use it when absolutely Necessary. Examples: arm splints, walking restraints, padded helmets May have an EO effect that is counterproductive

Non-contingent restraints and protective equipment

Alter timing, activity times, routine Embed Demands Provide assistance Increase predictability

Altering Demands— antecedent interventions for behavior Maintained by escape/avoidance

Unit 3 antecedent interventions for problem behavior Flashcards

(78 cards)