Evaluation of a preliminary method to examine antecedent and consequent contributions to noncompliance

Abstract

We evaluated a preliminary method for examining the antecedent and consequent contributions to noncompliance exhibited by two children with disabilities. In Phase 1, we assessed whether noncompliance was a result of a skill deficit. For one participant, we then conducted a functional analysis to determine the variables maintaining noncompliance in Phase 2. In Phase 3, we conducted a treatment evaluation to increase compliance for each participant. We identified the antecedent and consequent variables responsible for noncompliance and developed an effective intervention for both participants.

Stopping Behavior Before It Starts: Antecedent Interventions for Challenging Behavior

“…The first step involves identifying the targeted low-probability request (e.g., asking the student to turn off the computer game). When selecting the targeted noncompliant behavior, it is important to ensure the student has the skills necessary to both understand and perform the request given (Majdalany, Wilder, Allgood, & Sturkie, 2017).…”

“…The first step involves identifying the targeted low-probability request (e.g., asking the student to turn off the computer game). When selecting the targeted noncompliant behavior, it is important to ensure the student has the skills necessary to both understand and perform the request given (Majdalany, Wilder, Allgood, & Sturkie, 2017). Researchers have typically identified low-probability requests by interviewing adults familiar with the student (e.g., teachers, parents) and then conducting presession observations to determine the percentage of compliance that occurs with each targeted request (Ducharme & Worling, 1994).…”