Antecedent strategies to promote appropriate classroom behavior

  title={Antecedent strategies to promote appropriate classroom behavior},
  author={Lee S Kern and Nathan H. Clemens},
  journal={Psychology in the Schools},
In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be… 

Tables from this paper

Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments.

Abstract Teaching in a public school is a demanding job as the multiple dynamics of a classroom can be a challenge. In addition to addressing the challenging behaviors that many students without

A Synthesis of Empirically supported classwide Interventions: Matching Interventions to Common Functions of Classroom Behavior Problems

The most common forms of intervention for behavioral concerns of students in the school setting are schoolwide positive behavior support (PBS) systems and individualized interventions based upon

Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies

The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR)

Errorless Classroom Management: Success-focused Proactive Intervention for Students with Challenging Behavior

The current study investigated the use of Errorless Classroom Management (ECM), a proactive, success-focused approach to managing student challenging behavior. With this approach, we trained

Preventing challenging behavior: 10 behavior management strategies every teacher should know

Abstract In response to the call for inclusion, teachers are now managing challenging behavior in the general education classroom at increased rates. Co-teaching has been relied on by many teachers

Promoting behavioral competence in schools: A commentary on exemplary practices

The articles in this special Practitioner's Edition of Psychology in the Schools share the application of sound educational and behavioral practices in real school and classroom contexts. Given this

Toward Feasible Implementation Support: E-Mailed Prompts to Promote Teachers' Treatment Integrity

Abstract Although high levels of intervention implementation are more likely to lead to improved student outcomes, educators struggle to maintain high implementation levels over time. School

The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism

Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings.

Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings

High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher

Effects of Behavior Specific Praise on Math Fluency and on Task Behavior of Students

One mission of schools is to assist children in developing cognitive skills, in order to become well-functioning, productive contributors to their community and society as a whole (Abbott, O’Donnell,



Teacher Perceptions of School-Based Interventions

A study investigating teachers' perceptions of intervention alternatives used to control classroom behavior problems found interventions that either redirected students toward appropriate behavior or that involved manipulation of rewards were most frequently used.

Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans

Bambara, Evolution of Positive Behavior Support. Dunlap, Harrower, Fox, Understanding the Environmental Determinants of Problem Behaviors. Bambara, Overview of the Behavior Support Process. Bambara,

Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.

We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral

The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this

Rules, praise, and ignoring: elements of elementary classroom control.

An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing

Improving the Conduct of Students with Behavioral Disorders by Incorporating Student Interests into Curricular Activities

This investigation explored the effects of individualized, curricular accommodations that were developed to reduce the problem behaviors of four students who exhibited behavioral challenges. First,

Choice of Task Sequence to Reduce Problem Behaviors

Choice making has proven to be an effective intervention for reducing problem behavior and increasing appropriate behavior. Some researchers have argued that providing opportunities for choice

The Effects of Teaching School Expectations and Establishing a Consistent Consequence on Formal Office Disciplinary Actions

This study evaluated how establishing, teaching, and reinforcing schoolwide rules and routines and systematically responding to disruptive behavior affected the number of formal office disciplinary

Classroom Dynamics and Children at Risk: A Followup

The two studies reported in this article followed up on an initial investigation of classroom dynamics and young children identified as at risk (AR) for developing learning, emotional, and behavioral

Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral