1. CHAPTER 4: Prevention through Effective Instruction
Behavior Management:
Principles and Practices of Positive Behavior Supports
Third Edition
John J. Wheeler
David D. Richey

2. Objectives
Understand the relationship between setting events and antecedents
Recognize the importance of antecedent management as a means of preventing challenging behavior
Describe the methods most commonly used in the assessment of antecedents
List and describe antecedent management strategies
Provide examples of specific strategies such as environmental engineering, design and delivery of instruction
Discuss antecedent management strategies that can be used, such as environmental strategies, instructional strategies including Response to Intervention (RTI)

3. Setting Events
Physical, social and environmental variables that serve to establish operations or “set the stage” for challenging behavior to ensue.
Three common types of setting events include:
Biological: thirst, hunger. Fatigue, medication side effects

4. Setting Events continued…
Biological: thirst, hunger. Fatigue, medication side effects
Environmental: Clutter in the classroom, disruptions in routine, unplanned transitions, overcrowded work areas, room temperature (too hot or too cold)
Social Interpersonal: Disagreements with others, communication difficulties

5. Effective Learning Environments
Engineering learning environments is a mainstay of PBS and includes:
Behavioral expectations are defined ad shared by all within the school
Expectations are published and visible throughout the school
Appropriate behaviors by students are reinforced and celebrated

6. Points to Consider Is the environment pleasant?
Is ample space available within the classroom?
Are classroom schedules posted?
Do learners understand the behavioral expectations and are they reinforced for their attempts at adhering to them?

7. Two Major Classes of Learning Problems
Skill deficits-the learner does not possess the sufficient skill set to perform the task
Performance problems-the learner does not attempt performance at his/her level of ability, also linked to motivation

8. Pre Instructional Considerations
What are the individual learning strengths of the student?
What are the specific teaching/response formats that have been used successfully in the past?
What are the learner’s preferred activities?

9. Modifying Instructional Antecedents
Task Design
Make tasks relevant to the learner
Match tasks to learner’s abilities
Build in opportunities for choice
Determine the appropriate length of activities
Vary activities
Use of activity schedules

10. Modifying Instructional Antecedents continued…
Task Presentation:
Use of clear and consistent cues
Use of embedded cues within the task
Interspersed requesting
Systematic instruction
Use of naturally occurring reinforcers

11. Four-term Contingency
Setting Events
Antecedents
Behavior
Consequences

12. Methods Used in the Assessment of Antecedents
Functional Behavior Assessment
Structured Interview
Observational recording
Scatter-plot analysis
A-B-C Recording
Interval recording
Functional analysis