4.8: Critical Features of Function-Based Prevention Strategies

The next step in developing a function-based support plan is to determine strategies to prevent the problem behavior. These include antecedent strategies that alter the triggers to problem behavior. The literature suggests critical features for prevention strategies that: (a) directly address the features of the antecedent (e.g., task, people, environmental conditions) that trigger the problem behavior (Kern, Choutka, & Sokol, 2002) and (b) directly address the hypothesized function of the problem behavior (Kern, Gallagher, Starosta, Hickman, & George, 2006).

Jackson (Figure 4.10.2, column A) is engaging in problem behavior when presented with math worksheets (antecedent) to avoid difficult math tasks (function). Prevention strategies could include reducing the difficulty of his assignment by interspersing easier problems with addition and subtraction problems with which he can be more successful. When this is done, his need to engage in problem behavior to escape the task is prevented or reduced. A number of other prevention strategies have been shown to address escape-motivated behaviors such as: (a) to pre-correct desired behavior (Wilde, Koegel, & Koegel, 1992); (b) clarify or simplify instructions to a task or activity (Munk & Repp, 1994); (c) provide student choices in the activity (Kern & Dunlap, 1998); (d) build in frequent breaks from aversive tasks (Carr et al., 2000); (e) shorten tasks (Kern & Dunlap, 1998); (f) intersperse easy tasks with difficult tasks (Horner & Day, 1991); and (g) embed aversive tasks within reinforcing activities (Carr et al., 1994). Choosing the most appropriate intervention will depend on the specific antecedent and function of behavior identified in the FBA summary (other possible strategies based on the function of student behavior are presented in Tables 4.10.1 and 2).

Sophia (Figure 4.10.3, column A) engages in disruptive behavior when asked to sit quietly and listen with limited adult attention for five or more minutes at a time (antecedent) to obtain teacher attention (function). Prevention strategies directly linked to this function would provide Sophia with frequent teacher attention prior to problem behavior, such as a check-in during transition to carpet time, giving Sophia jobs as teacher helper, and seating her near the teacher so it is easier to periodically (every three to four minutes) provide her with attention. These strategies directly address the antecedent by reducing longer spans of time in which Sophia is not receiving adult attention. Prevention strategies that have been effective at addressing attention-maintained behaviors include: (a) use of peer-mediated instruction (Carter, Cushing, Clark, & Kennedy, 2005); (b) self-management strategies where student monitors their behavior to recruit feedback from the teacher (Koegel & Koegel, 1990); (c) provide assistance with tasks (Ebanks & Fisher, 2003); and (d) provide the student with the choice of working with a peer or teacher (Morrison & Rosales-Ruiz, 1997). Once again, choosing the most appropriate prevention strategies will require a match to the specific antecedent and function of behavior identified in the FBA summary statement.