Antecedent-Based Intervention Fact Sheet
Antecedent-based interventions (ABI) include a variety of modifications that are made to the environment/context in an attempt to change or shape a student’s behavior. ABI are typically implemented after conducting a functional behavior assessment which can assist in identifying both the function of an interfering behavior, along with environmental conditions that may have become linked to a behavior over time. Once factors in the environment that may be reinforcing interfering behavior have been identified, ABI are implemented to modify the environment or activity so that the factor no longer elicits the interfering behavior. Common ABI procedures include: 1) modifying educational activities, materials, or schedule (e.g., incorporating student interest), 2) incorporating student choice in educational activities/materials, 3) preparing students ahead of time for upcoming activities (e.g., priming), 4) varying the format, level of difficulty, or order of instruction during educational activities (e.g., varying high and low demand requests), 5) enriching the environment to provide additional cues or access to additional materials (e.g., visual cues, access to sensory stimuli), and 6) modifying prompting and reinforcement schedules and delivery (e.g., varying access to reinforcement prior to educational activities). ABI strategies often are used in conjunction with other evidence-based practices such as functional communication training, extinction, and reinforcement.
ABI meets evidence-based criteria with 32 single case design studies.
According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD.
ABI can be used effectively to address social, communication, behavior, play, school-readiness, academic, motor, and adaptive skills.
Hume, K. (2013). Antecedent-based intervention (ABI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
Neitzel, J. (2009). Overview of antecedent-based interventions. Chapel Hill: The University of North Carolina, Frank
Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
Kyle Bringhurst, MSW
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