Chapter 16
Antecedent Control
Procedures
Antecedent Control Procedures
Based on functional assessment information
One of three functional, nonaversive interventions
Involves altering the environment in advance of the
target behavior
Addresses antecedents rather than consequences of
operant behavior
Addresses consequences indirectly through
manipulation of establishing operations
Increases the probability of the desirable target behavior
and decreases the probability of undesirable alternative
behavior
Also called stimulus control procedures or situational
inducement
Procedures to Increase the Probability
of the Desirable Target Behavior
1. Present SD or cues for desirable behavior
2. Present EO for desirable behavior
3. Decrease response effort for desirable
behavior
Present SD or cues for desirable
behavior
The desirable behavior is under the
stimulus control of the SD
When the SD is present, the behavior is
more likely
Cues serve as prompts or reminders
Examples:
Examples: Presenting SDs or cues
Seating arrangement to facilitate
conversation in a nursing home
Reminder to floss on the bathroom mirror
Fruit in the fridge
Going to the library to study
Activity placemats at restaurants
Present EO for desirable behavior
An EO makes the reinforcer for the
desirable behavior more potent
An EO increases the probability of the
desirable behavior
Examples:
Examples: Presenting EOs
No snacks before meal time
Arrange a contact for getting work done
No naps to make sleeping more likely at
night
Pictures of rotten teeth to make flossing
more likely
Decrease wait time for MR person who
has to stand in line at a store
Decrease response effort for
desirable behavior
A behavior is more probable when it
requires less response effort than does a
concurrent operant
Response effort may be decreased
through environmental manipulation
Examples:
Examples: Decreasing response effort
Recycling box next to desk
Healthy foods in easy reach
Books in backpack
Easy to use car seats
Coffee shop on every corner
Procedures to Decrease the Probability
of Competing (Undesirable) Behavior
1. Remove SDs or cues for competing
behaviors
2. Eliminate EOs for competing behaviors
3. Increase response effort for competing
behavior
Remove SDs or cues for competing
behaviors
In the absence of the SD, the competing
behavior is less likely
Examples:
Examples: Removing SDs or cues
Get junk food out of the house
Keep partying friends out of your place at
study time
Separate fighting kids at the restaurant
Don’t drive past McDonalds after school
Eliminate EOs for competing
behaviors
Without an EO, the reinforcer for
competing behavior will not be potent
Without an EO, the competing behavior is
less likely to occur
Examples:
Examples: Removing EOs
Curriculum modifications to reduce
problem behavior maintained by escape
Noncontingent attention, tangibles, or
breaks
Provide choice of activities
Pain relief
Mood induction
Food shopping only after eating
Increase response effort for
competing behavior
A behavior that requires more response
effort than a concurrent operant is less
likely
Response effort is increased through
environmental manipulation
Examples:
Examples: Increase response effort
No change in pockets/purse for candy
machines
No junk food in the house
Seat aggressive person away from victim
Keep trash can away from desk (recycle
box on desk)
Using Antecedent Control Procedures
Assess antecedents and consequences for
desirable behavior and competing behavior
Assess response effort for desirable and
competing behaviors
Determine which relevant SDs and EOs you can
manipulate
Determine whether you can manipulate
response effort for desirable or competing
behaviors
Factors that influence the use of
antecedent control procedures
Have you identified the relevant
antecedents?
Can these antecedents be altered?
How acceptable will it be to alter these
antecedents?