ANTECEDENT STRATEGIES

Antecedent Strategies

Antecedent Strategies

Behavioral Problems

While many students pass through stages during which they exhibit temporary forms of challenging behaviors (e.g. tantrums, anxiety, noncompliance, aggression), some young children continue to demonstrate pervasive patterns of problem behaviors that manifest or escalate over time. Beyond developmental or age-related difficult behaviors displayed by two- and three- year- olds (i.e. tantrums, defiance, and over-activity, not sharing toys), clinically significant problems may (Zins, 1998):

Present a pattern of symptoms,

Extend beyond transient adjustment (e.g. the birth of a sibling), (c) be evident in several settings and reported by multiple people, (d) be relatively severe, and

Interfere with the child's ability to function at home or school.

Teachers and parents are faced with the daily challenge of teaching and supporting young children who display behaviors that interfere with learning and positive social interactions with peers. The manifestation of behavior problems reaching clinical significance has created a demand for supportive interventions. In a review of studies examining the prevalence of challenging behaviors in preschool children, the researcher estimated that 10% to 15% of young children have mild to moderate behavioral problems. Prevalence rates are higher for young children from low-income families: Up to 30% of low-income children are or have been identified as at-risk for problem behaviors.

Impact of Challenging Behaviors

Children identified as at risk for significant problems often show stability in high rates of behaviors over time. Some young children may continue to demonstrate challenging behaviors that may persist and develop into more dangerous patterns in later childhood and adolescence. Research has shown that early onset of challenging behaviors reaching clinical significance is predictive of future problematic behaviors. Further, adolescents and adults with serious conduct disorders or antisocial behavior often exhibited similar behaviors in the students' school period. If not addressed in a timely manner, children who display early incidents of problem behaviors will continue to demonstrate challenging behaviors that may persist and develop into more dangerous patterns of behavior (Crone, 2004).

Research demonstrates that early onset of challenging behaviors predicts the frequency and severity of future problematic behaviors such as adverse interactions with family members, rejection from peers, academic and social difficulty in school, identification for special education (e.g. Emotional and Behavioral Disorder), school drop- out, clinical depression, drug abuse, and juvenile delinquency. Often, these negative patterns extend into adulthood. Early challenging behavior has a tremendous impact on life-long trajectories and has wide implications for negative teacher interactions, poor peer relationships, academic difficulty, and stress on family relations.

Antecedent-based Intervention

Antecedent-based intervention is any treatment strategy, which involves manipulating environmental events prior to a target behavior occurring, so to increase or reduce the probability that the target behavior will occur. These interventions are considered to be proactive preventive strategies.

The application of antecedent intervention strategies allows for students to have clear expectations of what is expected of them in advance (antecedent) as well as what will occur if problem behavior arises (consequent). Antecedent, along with consequent interventions also provides for more positive interactions and experiences, thereby potentially increasing the chances that the ...