Step-by-Step Guide for ABI (Updated 2022)

Antecedent-Based Interventions For more information, please visit: https://afirm.fpg.unc.edu/ ABI Sam et al., Updated 2022 Page 33 of 51 Step-by-Step Guide This step-by-step practice guide outlines how to plan for, use, and monitor antecedent-based interventions. BEFORE YOU BEGIN… Each of the following points is important to address so that you can be sure antecedent-based interventions is likely to address the target goal/behavior/skill of your learner with autism. HAVE YOU FOUND OUT MORE INFORMATION ABOUT…?  Identifying the target goal/behavior/skill…?  Collecting baseline data through direct observation…?  Establishing a target goal or outcome that clearly states when the behavior will occur, what the target goal or outcome is, and how team members and/or observers will know when the skill is mastered…? If the answer to any of the above questions is ‘No,’ review the process of how to select an appropriate EBP ( https://afirm.fpg.unc.edu/selecting-EBP ). For more information about antecedent-based interventions, please visit https://afirm.fpg.unc.edu/ . Keep in mind that antecedent-based interventions can be used to decrease interfering behaviors and increase engagement. ABI

Antecedent-Based Interventions For more information, please visit: https://afirm.fpg.unc.edu/ ABI Sam et al., Updated 2022 Page 34 of 51 STEP 1: PLANNING FOR ABI The planning step details the initial steps and considerations involved to prepare for using antecedent-based interventions with a learner with autism. Be sure to use a functional behavior assessment (FBA) to identify and define the interfering behavior. 1.1 Identify and define the interfering behavior through an FBA To assist in identifying a behavior that interferes with learning and/or development, team members should complete a functional behavior assessment (FBA). For more information, visit the Functional Behavior Assessment module. 1.2 Collect data using direct observation methods To collect data on the interfering behavior, team members should use A-B-C data charts. A-B-C data charts help team members identify what happens directly before the behavior (antecedent), describe the behavior, and determine what happens directly after the behavior (consequence).  This ABC Data Chart can be used to the record observations of the learner’s behavior. 1.3 Review data collected from direct observations Data tables (commonly referred to as scatterplots in the FBA literature) can be used to help teams determine possible functions of the behavior, when the behavior is occurring, and times of the day when an intervention might be implemented to reduce the interfering behavior.  This Scatterplot can be used to identify patterns in the learner’s behavior. 1.4 Develop a hypothesis statement and overall goal Based upon the information gathered, the team develops a hypothesis statement that includes the following: • The setting events, immediate antecedents, and immediate consequences that surround the interfering behavior. • A restatement and refinement of the description of the interfering behavior that is occurring. • The function the behavior serves (i.e., get/obtain, escape/avoid).  This Planning Worksheet can be used to develop a hypothesis and goal for the learner’s behavior.

Antecedent-Based Interventions For more information, please visit: https://afirm.fpg.unc.edu/ ABI Sam et al., Updated 2022 Page 36 of 51 STEP 2: USING ABI (CONTINUED) 2.4 Provide learner with reinforcement To promote appropriate behavior, remember to provide reinforcement each time the learner does not engage in the interfering behavior and completes the weekly objective. STEP 3: MONITORING ABI The following step details how to monitor the use of antecedent-based interventions with a learner with autism and how to determine next steps based on the data. 3.1 Collect and analyze data Measure a learner’s engagement in the interfering behavior by collecting frequency data and/or duration data.  This Event Sampling Form can be used to monitor the identified interfering behavior.  This Duration (Bar Chart) Form can be used to monitor the identified interfering behavior. 3.2 Determine next steps based on learner progress Collecting data will help team members determine if a learner is making progress and reducing the use of the identified interfering behavior. If a learner is making progress based upon data collected, team members should continue to use the selected strategies. If team members determine that the learner is not making progress, consider the following: • Is the identified interfering behavior well defined? • Is the identified interfering behavior measurable and observable? • Was a functional behavior assessment conducted? • Did the functional behavior assessment indicate the function of the identified interfering behavior? • Are the ABI strategies addressing the function of the identified interfering behavior? • Are team members ignoring the identified interfering behavior? • Has enough time been devoted to using antecedent-based interventions (frequency, intensity, and/or duration)? • Were antecedent-based interventions implemented with fidelity (see Implementation Checklist)? • Does the learner need additional supports? • Are team members providing the learner with reinforcement for remaining on- task? • Are the selected reinforcers preferred items/activities for the learner?

Antecedent-Based Interventions For more information, please visit: https://afirm.fpg.unc.edu/ ABI Sam et al., Updated 2022 Page 37 of 51 If these issues have been addressed and the learner with autism continues not to show progress, consider selecting a different evidence-based practice to use with the learner with autism.