National Professional Development Center on

Autism Spectrum Disorders

Module: Antecedent-Based Interventions

Steps for Implementation: Antecedent-Based Interventions (ABI)

Neitzel, J. (2009). Steps for implementation: Antecedent-based interventions . Chapel Hill, NC:
The National Professional Development Center on Autism Spectrum Disorders, FPG
Child Development Institute, The University of North Carolina.

Antecedent-based interventions (ABI) are a collection of practices in which environmental

modifications are used to change the conditions in the setting that prompt a learner with ASD to
engage in an interfering behavior. 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.

Step 1. Identifying the Interfering Behavior

In Step 1, teachers/practitioners identify an interfering behavior for a learner with ASD that they
would like to decrease. In most cases, the interfering behavior is one that is interfering with
learning and development (e.g., self-stimulation, repetitive, self-injurious, stereotypical).
Therefore, teachers/practitioners complete a high quality functional behavioral assessment
(FBA) to identify the function of the interfering behavior and select an ABI strategy that
addresses the function of the behavior and can be used to decrease the interfering behavior.
Please refer to Functional Behavioral Assessment: Steps for Implementation (National
Professional Development Center on ASD, 2008) to acquire more in-depth information
about the following FBA strategies.

1. Teachers/practitioners use direct observation methods that generally include using:

a. A-B-C data charts and

A-B-C data charts help team members determine what happens right before the behavior (the
antecedent), the behavior that occurs, and what happens directly after the behavior (the
consequence). These data provide insight into why the learner may be engaging in a particular
behavior.

b. scatterplots.

Scatterplots help team members determine:

the possible functions of the behavior,
when the behavior is occurring, and
times of the day when an intervention might be implemented to reduce the interfering
behavior.

2. Teachers/practitioners use direct assessment results to identify:

a. where the behavior is happening;

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Antecedent-Based Interventions

b. with whom the behavior is occurring;

c. when the behavior is happening;

d. activities during which the behavior occurs;

e. what other students are doing when the behavior starts;

f. what teachers/adults are doing when the behavior starts;

g. proximity of other students, teachers, and/or adults;

h. the noise level in the environment;

i. the number of individuals in the area;

j. other environmental conditions (e.g., lighting, door open/closed); and

k. the function of the behavior (i.e., to get or obtain something--obtaining internal

stimulation, wanting something because it feels good, obtaining attention, obtaining
activities or objects; or to escape or avoid--obtaining internal stimulation, not wanting
something because it feels bad, escaping or avoiding attention, avoiding tasks or
activities).

3. Teachers/practitioners develop a hypothesis statement for the interfering behavior that

includes:

a. the setting events (i.e., the environment or conditions in which the behavior occurs),
immediate antecedents, and immediate consequences that surround the interfering
behavior;

b. a restatement and refinement of the description of the interfering behavior that is

occurring; and

c. the function the behavior serves (i.e., get/obtain, escape/avoid).

EXAMPLE: Kenny repeatedly bangs his head on his desk when his teacher asks him to
complete an in-class assignment because he does not want to complete the task, and his
teacher then walks away and Kenny does not have to do his work.

EXAMPLE: Mary flaps her hands, rocks back and forth, and yells loudly each time the bell rings
to switch classes because she does not like the noise, and she then needs help from a staff
member to calm down and leave the room. This often results in Mary missing part of or the
entire next class.

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Antecedent-Based Interventions

4. Teachers/practitioners identify an overall goal for the learner that will be accomplished
as a result of the intervention.

EXAMPLE: Kenny will complete in-class assignments without banging his head.

EXAMPLE: 1) Mary will engage in minimal hand-flapping and body rocking when the
bell rings at the end of each class period.
2) Mary will not yell when the bell rings at the end of each class period.
3) Mary will walk to class independently when the bell rings at the end of each
class period.
Step 2. Collecting Baseline Data

Once the interfering behavior is identified, teachers/practitioners collect baseline data to

determine how often the learner with ASD is currently engaging in the interfering behavior.

1. Teachers/practitioners measure a learner’s engagement in the interfering behavior

before implementing ABI by collecting

a. frequency data and

Frequency data measures how often a learner engages in a particular behavior. Event
sampling, a method for collecting data on behaviors that occur infrequently, is used to record
every instance of the interfering behavior. Data are then used to identify a potential pattern of a
learner’s behavior over a period of days or weeks. Table 1 provides an example of an event
sampling data collection sheet.

Table 1. Example of Event Sampling Data Collection Sheet

Date Bites hand Total Before, during, or after reinforcement
7/26/08 XXXXXXXXXXXXX 13 Before
7/27/08 XXXXXXXXXXXXXXXX 16 Before
7/28/08 XXXXXXXXXXXXXX 14 Before
7/29/08 XXXXXXXXXXX 11 Before

b. duration data.

Duration data are used to record how long a learner engages in a particular behavior during a
class, activity, or treatment session. For example, a teacher might collect data on how long a
learner with ASD engages in hand mouthing during math class. Table 2 provides an example of
a duration data collection sheet.

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Autism Spectrum Disorders

Module: Antecedent-Based Interventions

Table 2. Example of Duration Data Collection Sheet
Date Start time End Time Total minutes Before, during, or after reinforcement
7/26/08 9:00 9:15 15 Before
7/27/08 9:05 9:20 15 Before
7/28/08 9:00 9:13 13 Before
7/29/08 9:10 9:30 20 Before

Baseline data give teachers/practitioners a starting point from which they can evaluate whether
the interfering behavior decreases as a result of ABI.

2. Teachers/practitioners collect baseline data for a minimum of four days before

implementing ABI.

3. Teachers/practitioners collect baseline data in numerous settings and/or activities.

It often is useful to have more than one practitioner collect baseline data over the course of
several days to compare findings. Also, by collecting data in multiple settings, teachers/
practitioners can potentially recognize patterns of behavior. For example, does the learner
engage in the interfering behavior more often in one setting than another? This kind of
information helps teachers/practitioners identify activities or settings that can be modified using
ABI strategies.

Step 3. Implementing ABI

In Step 3, teachers/practitioners identify and implement ABI strategies that directly address the
function of the interfering behavior to prevent its future occurrence.

1. Teachers/practitioners identify one of the following ABI strategies that directly addresses
the function of the interfering behavior:

a. using learner preferences,

b. changing schedules/routines,

c. implementing pre-activity interventions,

d. using choice-making,

e. altering how instruction is delivered, or

f. enriching the environment.

Table 3 provides descriptions and examples of each of these ABI strategies.

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Antecedent-Based Interventions

Table 3. Descriptions and Examples of ABI Strategies
ABI strategy Description Functions Examples
addressed
Using learner Tasks/activities Escape/avoid Incorporating dinosaurs into a
preferences are modified to finger painting activity
increase interest. Using a Spiderman notebook
for journal entries
Altering the Routines and Escape/avoid Changing seating
environment schedules are Changing line up procedures
changed to Providing activities during wait
decrease time
interfering Providing snack after non-
behaviors. preferred activity
Providing sufficient space
between students
Clearly marking areas of the
classroom (e.g., work, leisure)
Providing study carrels
Providing a kitchen timer during
non-preferred tasks
Implementing pre- Intervention is Escape/avoid Providing a warning about an
activity implemented upcoming activity
interventions before a task Going over an assignment
associated with before class starts
the interfering Providing information about
behavior. schedule changes
Using activity schedules
Using choice- Choice of Escape/avoid Choosing where to sit at snack
making materials or tasks Choosing which activity to
is offered during complete first
activities or Choosing which toy to play with
settings where during free play
the interfering Choosing whether to write with
behavior occurs. a pencil or a pen
Altering how Instruction is Escape/avoid Providing written rather than
instruction is modified so that verbal instructions
delivered learner clearly Providing instructions in a
understands what checklist rather than paragraph
is expected.
Enriching the Providing access Get/obtain Allowing quiet play with clay or
environment to appropriate doodling during lectures
behaviors Allowing chewing gum instead
(rocking chair) of playing with saliva
Cihak, Alberto, & Frederick (2007); Kern, Choutka, & Sokol (2002); Luiselli (2008)

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Autism Spectrum Disorders

Module: Antecedent-Based Interventions

2. Teachers/practitioners implement the selected ABI strategy by creating a lesson plan

that includes:

a. weekly objectives for the learner with ASD that will lead to a decrease in an
interfering behavior,

b. a statement of the strategy and what the teacher will do (e.g., adapting instructions
for assignments), and

c. the materials needed to implement the ABI strategy.

The lesson plan provides teachers/practitioners with a structure for identifying what will be
needed to implement the strategy effectively and how the environment will be modified to
decrease the occurrence of the interfering behavior. Table 4 provides a sample lesson plan.

Table 4. Sample ABI Lesson Plan

Date: Week of 11/17/08-11/21 /08 Classroom: Math class

Teacher: Mrs. Banks
Learner’s name: Kenny
Interfering behavior: Banging head on desk when asked to complete an in-class
assignment
Objectives for this week:
1. Kenny will complete one in-class assignment with minimal head banging
(i.e., less than three times).

Strategy: Altering how instruction is delivered

To implement the strategy, I will:

1. Give Kenny written instructions for assignments rather than providing
them verbally.
2. Modify worksheet instructions by providing Kenny with a checklist for
completing the task.
3. Ignore Kenny when he bangs his head while also pointing to written
instructions again.
4. Let Kenny have 10 minutes of computer time after completing an in-class
assignment with minimal head banging (i.e., less than three times).

Materials needed:
1. Sentence strips: “Complete these math problems.” “Finish your work.”
2. Checklists for all worksheets that need to be completed this week.

3. Teachers/practitioners ignore the interfering behavior when it occurs.

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Autism Spectrum Disorders

Module: Antecedent-Based Interventions

Extinction often is used in conjunction with ABI strategies. With this evidence-based practice,
teachers/practitioners no longer provide reinforcement for the interfering behavior by ignoring it,
which eventually leads to a decrease in or elimination of the interfering behavior.

EXAMPLE: Mrs. Banks gives Kenny written instructions to complete an in-class math
assignment. Kenny immediately starts banging his head. Mrs. Banks ignores the behavior and
points to the sentence strip again which says, “Complete these math problems.” Kenny looks at
Mrs. Banks and starts banging his head again. Again, Mrs. Banks points to the sentence strip.
Kenny bangs his head two more times and then starts the assignment.

Please refer to Extinction: Steps for Implementation (National Professional Development

Center on ASD, 2008) for more information about extinction.

4. Teachers/practitioners provide learners with reinforcement each time they:

a. do not engage in the interfering behavior, and

b. complete the weekly objective.

EXAMPLE: During math class, Mrs. Banks gives Kenny written instructions to complete an in-
class assignment. Kenny bangs his head on his desk one time and then follows the checklist
instructions provided with the math worksheet. After 10 minutes, Kenny completes the
assignment and Mrs. Banks tells Kenny that he can play on the computer for 10 minutes.

Please refer to Positive Reinforcement: Steps for Implementation (National Professional

Development Center on ASD, 2008) for more information about reinforcement.

Step 4. Monitoring Learner Progress

1. Teachers/practitioners use progress monitoring data to evaluate whether the interfering

behavior is decreasing as result of the intervention.

The same data collection sheets that were used to collect baseline data can be used to track
learner progress.

Table 5. Example of Event Sampling Data Collection Sheet

Date Bites hand Total Before, during, or after reinforcement
7/26/08 XXXXXXXXXXXXX 13 Before
7/27/08 XXXXXXXXXXXXXXXX 16 Before
7/28/08 XXXXXXXXXXXXXX 14 Before
7/29/08 XXXXXXXXXXX 11 Before
7/30/08 XXXXXXXXX 9 During
7/31/08 XXXXXX 6 During
8/01/08 XXX 3 During

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Autism Spectrum Disorders

Module: Antecedent-Based Interventions

Table 6. Example of Duration Data Collection Sheet
Date Start time End Time Total minutes Before, during, or after reinforcement
7/26/08 9:00 9:15 15 Before
7/27/08 9:05 9:20 15 Before
7/28/08 9:00 9:13 13 Before
7/29/08 9:10 9:30 20 Before
7/30/08 9:10 9:22 12 During
7/31/08 9:15 9:25 10 During
8/01/08 9:05 9:10 5 During

2. Teachers/practitioners use progress monitoring data to adjust intervention strategies if

the interfering behavior does not decrease.

If the interfering behavior is not decreasing, teachers/practitioners must try to identify potential
reasons for this. The following questions may be helpful during this problem-solving process.

Is the interfering behavior well defined? That is, is it observable and measurable?
Are ABI strategies being implemented consistently by all staff?
Do the ABI strategies directly address the function of the behavior identified during
the FBA?

References

Cihak, D., Alberto, P. A., & Frederick, L. D. (2007). Use of brief functional analysis and
intervention in public settings. Journal of Positive Behavior Interventions, 9(2), 80-93.

Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions
used in natural settings to reduce challenging behavior: An analysis of the literature.
Education and Treatment of Children, 25(1), 113-130.

Luiselli, J. K. (2008). Antecedent (preventive) intervention. In J. K. Luiselli, D. C. Russo, W. P.

Christian, & S. M. Wilczynski (Eds.). Effective practices for children with autism:
Educational and behavioral support interventions that work (pp. 393-412). NY: Oxford
University Press.

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