AFIRM Module ABI
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Southeast Missouri State University *
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Feb 20, 2024
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AFIRM Module: Antecedent Based Interventions (ABI)
URL: https://afirm.fpg.unc.edu
Describe the four key concepts to fully understand what might be causing an interfering behavior.
Behavior
: the identified interfering behavior.
Antecedent Stimulus
: events or conditions that occur directly before the identified interfering behavior occurs.
Consequence
: events or conditions that occur directly after the interfering behavior occurs.
Setting Events
: anything that increase the likelihood that the identified interfering behavior will occur.
Describe the behaviors that can be addressed with ABI and how can ABI help learners.
Goals that can be addressed with ABI can be addressing adaptive behavior, reducing self-
injurious behaviors, reducing challenging behaviors, initiating play skills, increasing communication, increasing social skills, etc. ABI can help learners by focusing on identifying the conditions in the environment that might contribute to the occurrence of the interfering behavior to help prevent/reduce interfering behaviors
and
increase engagement and on-task behaviors.
What key information should one consider when planning for ABIs?
When planning for ABIs, one should consider completing an FBA to assist in identifying a behavior that interferes with learning and/or development.
Summarizes the ABI strategies.
Learner Preferences: tasks/activities are modified
and adopted to increase the learner’s interests.
Changing Schedules/Routines: routines/schedules are changed to decrease interfering behaviors.
Implementing Pre-activity Interventions: implemented before a task/activity associated with the interfering behavior.
Choice Making: during activities or settings where
interfering behaviors occur, learner is presented choice of materials or tasks.
Altering the Delivery of Instruction: modify instruction in order to understand expectations.
Enriching the Environment: provide access to appropriate behaviors.
Scenario Garrison; Age: 7.9; Grade: 2nd Grade, 2nd Semester
Garrison loves hands-on science activities almost as much as he loves dinosaurs, robots, and computer games. Garrison also likes playing with building blocks and has sometimes even brought
some from home to share with his peers. Unfortunately, Garrison is failing his grade-level requirements in reading and math—despite testing at grade level in both areas—and his parents and teacher are becoming increasingly concerned.
Garrison has an identified learning disability and receives specialized instruction in written expression,
which is provided by the special education teacher during small-group intensive instruction time.
He grows easily frustrated when he has to write assignments in any subject, but he has a computer available to use in the classroom as needed. His 2nd-grade teacher, Mr. McGrady, believes Garrison is
capable of doing the work required in class. Mr. McGrady has noted that Garrison participates in class
discussions and hands-on activities; however, he avoids and rarely starts assignments by himself.
Mr. McGrady reports that while other students begin assignments promptly, Garrison can be found fiddling with building blocks or drawing robots and superheroes. Getting Garrison started on most independent assignments is like pulling teeth, and even when he does get started he usually only completes around 60 percent of his work.
Select an ABI Strategy you would recommend for Garrison. In one sentence describe the purpose of this strategy. Describe why you think this strategy would be effective for Garrison.
Brief Description: Using learner preference by modifying and adapting tasks/activities to increase Garrison’s interest.
Rational: This strategy would be effective for Garrison because using things such as dinosaur-
themed pencils/pens, a robot-themed background on his computer, etc., it could help to
increase his interest in completing his independent assignments.
Scenario Students: Zach Age: 10.10 and Patrick Age: 11.4: Grade: 5th grade, 2nd semester
Patrick and Zach are 5th-graders in Mrs. Anderson’s class. The class has 25 students—13 boys and
12 girls—three of whom have identified disabilities and receive intensive instruction with a special education teacher. Zach, who has a specific learning disability in reading, is one of these students.
He receives 30 minutes of specialized daily instruction to address reading goals set by his special education teacher. Zach likes math and especially enjoyed a recent unit in geometry. Typically quiet
during independent work time, Zach shows a tendency toward arguing and name-calling when paired with other students, Patrick in particular.
For his part, Patrick enjoys taking part in classroom skits and plays. He likes to tell funny stories, often quite loudly, and being in the limelight. An average student academically, Patrick participates in community sports and especially likes softball. Other students complain that he “doesn’t stop talking”
during class discussions and that he tends to call out unrelated or inappropriate information.
Additionally, when he works in pairs (especially with Zach), Patrick often teases his partner with name-calling and hurtful comments. When Zach or another student inevitably asks him to stop, Patrick instead starts an argument.
All these classroom disruptions have Mrs. Anderson on the verge of pulling her own hair out. Patrick and Zach appear to be “at each other” constantly. Not only do they get off task at these times, but the
rest of the class is soon drawn into the spectator sport. Unfortunately, during these disruptions, little classroom work or instruction gets done.
Select an ABI Strategy you would recommend for Zach and one for Patrick. In one sentence Zach: Strategy Description: Using choice-making by presenting choice of materials/tasks to Zach
describe the purpose of this strategy. Describe why you think this strategy would be effective.
during activities/settings of which the interfering behavior occurs.
Rational: This strategy would be effective for Zach
so that he could be provided a choice to work with and/or sit next to more preferred peers, which could help decrease his arguing and name-
calling behaviors.
Patrick: Strategy Description: Changing Patrick’s schedule to decrease his interfering behaviors.
Rational: This strategy would be effective for Patrick because his schedule can be modified to where he is working with more preferred peers so that he could potentially be more motivated to
not engage in calling out and name calling, and he could be provided a small portion of time after
activities to engage in telling funny stories.
What is Extinction and its 4 components?
Overview, which gives a quick summary of salient
features of the practice, including what it is, who it can be used with, what skills it has been used with, settings for instruction, and additional literature documenting its use in practice.
Steps for implementation, detailing how to implement the practice in a practitioner-friendly, step-by-step process.
Implementation checklist, to be used to monitor fidelity of the use of the practice.
Evidence base summary, which details the NPDC-
ASD criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice.
What is the role of reinforcement?
The role of reinforcement is to help decrease the interfering behavior.
When using ABI strategies:
If a learner is making progress based upon data collected, what should the team members do?
If the learner with ASD is not showing progress with antecedent-based intervention, what should the team members do?
If these issues have been addressed and the learner with ASD continues to not show progress, what is the next step to consider?
If a learner is making progress based upon data collected, team members should continue to use the selected strategies.
If the learner is not showing progress with ABI, team members should ask themselves, “Is the behavior well defined?”, “Is the behavior measurable and observable?”, “Did the FBA indicate the function of behavior?”, “Are the ABI strategies addressing the function of the interfering behavior?”, “Are team members ignoring the interfering behavior?”, and “Are team members providing the learner with reinforcement for remaining on-task?”
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If these issues have been addressed and the learner continues to not show progress, team members should consider selecting a different evidence-based practice to use with the learner.
Aaron Case Study
Note this information will be used as you develop Aaron’s Behavior Intervention
Plan
From Your Aaron Case Study Scatter Plot in Module 7, restate your three-term contingency, Antecedent Behavior Consequence. You may have identified more than one. If so, select the most critical behavior to address first. If you are unsure review your prioritizing chart from Module 7.
When given a demand or request and be left to complete it independently, Aaron engages in using inappropriate language to obtain attention form adults and to escape the demand or request.
Do you believe an ABI intervention would be appropriate for Aaron? Provide a rationale for your response.
An ABI intervention would be appropriate for Aaron because it could help to reduce his challenging behavior and enhance his academic performance.
State Aaron’s Antecedent. Which ABI would you select for Aaron? In your opinion, why would this be the most appropriate ABI for Aaron?
Describe how you would use this intervention for Aaron. For Aaron, I would select altering how instruction
is delivered along with changing his routines. This
would be most appropriate for him because it could help him to understand expectations and decrease his interfering behavior. As far as alternating the delivery of instruction, Aaron could be provided visuals of expectations while completing his independent work so that the teacher doesn’t have to give as much verbal redirection and be provided examples of how to appropriately gain adult attention when needed (asking for help, needing pencil sharpened, etc.). As far as changing Aaron’s routines, he could be allowed a certain amount of time to speak to an adult about preferred, appropriate topics after completing his independent work to help decrease his interfering behavior.