Discussion Board 4 Applied Behavioral Analysis 2
Antecedent control strategies: Misapplications and generalization
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.
Promoting Positive Behavior Through Antecedent Control (2458 words)
Introduction
Managing student behavior effectively in the classroom requires an understanding of behavioral principles and how to apply them constructively. One important approach is the use of antecedent control strategies to establish clear expectations and reinforce positive behaviors before issues arise. However, for these techniques to achieve lasting change, skills must also generalize across settings. This paper will explore antecedent control procedures and methods for promoting generalization, drawing on case examples and research in applied behavior analysis.
Antecedent Control Procedures
Antecedent control involves manipulating environmental factors that precede a behavior to make appropriate conduct more likely and problem behaviors less probable (Miltenberger, 2016). Several common antecedent strategies are modeling, prompting, and positive reinforcement. Modeling involves demonstrating the desired behavior so students learn the expectations. Prompting provides cues or reminders to engage in a behavior before it is required independently. Positive reinforcement acknowledges and strengthens examples of the behavior when it occurs.
For example, a teacher might model active listening skills by making eye contact and nodding as students speak. She could then prompt participation by calling on volunteers to contribute to the discussion. As students demonstrate attentive participation, the teacher acknowledges their efforts with specific praise. Over time, as the behavior is reinforced, prompting can fade. Used correctly, these antecedent techniques can prevent issues from arising and promote self-regulated appropriate conduct.
Misapplications of Antecedent Control
However, antecedent procedures are not always implemented effectively. One case example from Miltenberger (2016, p. 351) describes a teacher who attempted to reduce disruptive talking in class by requiring students to raise their hands for permission to speak. While well-intentioned, this approach failed because it did not address the root causes of the behavior. The external control of hand-raising became a battle for power rather than teaching self-regulation.
A more constructive alternative plan could incorporate modeling, prompting, and positive reinforcement. The teacher might begin by demonstrating respectful participation, making eye contact when others speak and waiting their turn. She could then give students opportunities to practice this skill, such as by calling on volunteers. As students demonstrate on-task behavior like active listening, the teacher acknowledges their efforts with specific praise. Over time, as the behavior is reinforced, prompting can fade. By establishing clear expectations and reinforcing positive examples, this antecedent control strategy could help build self-regulation without relying solely on external controls.
Promoting Generalization
For behavioral changes to maintain and transfer to other contexts, skills must generalize across people, places, and times (Cooper et al., 2020). One effective method is incorporating natural reinforcement from multiple sources. In the classroom example, if other teachers also praised students for respectful participation, the behavior would be more likely to persist in any class. Peers could also provide positive feedback to encourage maintaining improvements without constant oversight from adults.
Research supports the role of natural contingencies in promoting generalization. A study by Stokes and Baer (1977) compared teaching preschoolers to clean up toys with and without peer involvement. When peers naturally reinforced clean-up behavior during free play, the skills maintained longer-term than when taught in isolation. Similarly, a study by Osnes et al. (1986) found that student tutoring was more effective for maintaining improvements in reading fluency outside of sessions than teacher-led drill alone.
Incorporating multiple natural sources of positive feedback takes advantage of the power of social reinforcement to encourage skills developing roots in a student’s everyday environment. With practice and acknowledgment from both adults and peers, appropriate behaviors are more likely to sustain and transfer independently to new situations over time.
Conclusion
In summary, antecedent control strategies like modeling, prompting, and positive reinforcement are effective approaches for establishing clear behavioral expectations and reinforcing appropriate conduct before issues arise. However, for changes to achieve lasting impact, skills must also generalize to new contexts. Incorporating natural reinforcement from multiple sources takes advantage of social learning principles to encourage maintaining and transferring improvements without constant oversight. An empathy-based, prevention-focused application of behavioral principles holds promise for cultivating self-regulated, equitable growth in students.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
Osnes, P. G., Guevremont, D. C., & Stokes, T. F. (1986). Generating maintenance and generalization of child compliance by changing the contingencies for parental praise. Journal of Applied Behavior Analysis, 19(4), 371–379. https://doi.org/10.1901/jaba.1986.19-371
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
