Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six “misapplications” cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.
Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan.
Part 1: Misapplication of Antecedent Control Strategies Antecedent control strategies are techniques used in behavior management to prevent or reduce problem behavior by modifying the environmental conditions that trigger such behaviors. Misapplications can occur when these strategies are not effectively utilized. Let’s consider a hypothetical example:
Case Recap: A child with autism engages in aggressive behavior, such as hitting, when presented with non-preferred tasks, like completing academic assignments. The teacher attempts to use a First-Then visual schedule, where the child is shown a preferred activity (e.g., playing with toys) before completing the non-preferred task (e.g., a math worksheet). However, the strategy is not working effectively.
Reason for Ineffectiveness: The First-Then visual schedule may not be effectively implemented because it lacks clear and immediate reinforcement for compliance, and it may not adequately address the child’s preferences and motivation.
Alternative Plan: To improve the effectiveness of antecedent control, an alternative plan could include the following:
- Use a Clear Reinforcement System: Implement a token system or a token board where the child earns tokens or stickers for completing non-preferred tasks. These tokens can then be exchanged for a preferred activity or reward once a certain number is accumulated.
- Individualize Rewards: Ensure that the rewards offered are highly preferred by the child. Conduct a preference assessment to identify what motivates the child the most.
Part 2: Promoting Generalization Promoting generalization refers to ensuring that the desired behavior learned in one setting or with one person carries over to other settings and individuals. One method of promoting generalization is to use “behavioral momentum.”
Behavioral Momentum: This strategy involves first presenting a series of easy, well-established tasks or requests to increase the likelihood of compliance, and then introducing the target behavior or task that the individual finds challenging. It capitalizes on the principle that engaging in several easier tasks builds behavioral momentum, making it more likely for the individual to comply with the more difficult task that follows.
Incorporating Behavioral Momentum into the Corrected Plan: In the case mentioned earlier, the teacher can incorporate behavioral momentum by structuring the tasks in the following way:
- Begin with a series of easy and preferred tasks that the child can complete without resistance. For example, the child can start with a simple coloring activity or a game they enjoy.
- After completing a few of these easier tasks, gradually introduce the non-preferred task (e.g., the math worksheet) as part of the sequence.
- Because the child has already experienced success and built compliance momentum, they are more likely to engage in the non-preferred task with reduced resistance.
By using behavioral momentum along with an individualized reinforcement system, the teacher can enhance the effectiveness of antecedent control strategies and promote generalization of compliant behavior to various settings and situations.