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Overview

Antecedent-based interventions (ABI) comprise an evidence-based practice derived from applied behavior analysis (ABA) and are used to address both interfering (e.g., disruptive, repetitive, stereotypical) and on-task behaviors. By definition, the principle of ABI describes a relationship between a behavior and an antecedent stimulus; that is, an event or condition that occurs before or as a behavior appears. This module will provide information on ABI strategies.

  • What's Included
  • 29 pages
  • Pre/post-assessments
  • Optional $20 certficate
  1. Describe how antecedent events can contribute to the occurrence of both desired and interfering behaviors
  2. Define a process for assessing factors in the environment that take place immediately before and after interfering behaviors and contribute to their occurrence
  3. Define eight ABI strategies for preventing interfering behaviors and enhancing the likelihood of positive learning behaviors
  4. Identify how to adapt ABI strategies to fit different contexts and conditions

Module Authors

Jennifer Neitzel, Ph.D.

Jen Neitzel, Ph.D. is founder and Executive Director of the Educational Equity Institute. Dr. Neitzel was a Research Scientist at FPG Child Development Institute at the University of North Carolina. She worked on various projects including the National Professional Development Center on Autism Spectrum Disorders (NPDC). As a Content Specialist at NPDC, she developed online modules focused on evidence-based practices (EBP) to implement with children and youth with ASD. Dr. Neitzel presents at state and national conferences and is published in peer-reviewed journals. She is the author of the upcoming book, Achieving Equity and Justice in Education through the Work of Systems Change.

Module Contributors

National Professional Development Center on Autism Spectrum Disorders

The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities-the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age.

Module Content Provided By

Content for this module was developed by The National Professional Development Center On Autism Spectrum Disorders

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