Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. Why are antecedent-based intervention strategies particularly useful with learners with ASD?

   A correct answer should include a statement such as:

   • Many learners with ASD exhibit behaviors that interfere with learning and development (e.g., disruptive, self-injurious, repetitive, stereotypical).
   • Antecedent-based intervention strategies are easy to implement and require little additional effort by teachers and other practitioners.
   • Antecedent-based intervention strategies can be used across a variety of settings and activities to prevent and reduce interfering behaviors.
   • The evidence base indicates that antecedent-based intervention strategies can be used with learners with ASD who are between 3 to 16 years of age.

2. How would you go about choosing which antecedent-based intervention strategy to use for a particular interfering behavior?

   A correct answer should include a statement such as:

   • Conduct a functional behavior assessment (FBA) to identify the function of the interfering behavior and particular conditions in the environment that may be reinforcing or maintaining the interfering behavior.
   • Determine which antecedent-based intervention strategy addresses the function of the interfering behavior and whether it is appropriate for the individual learner with ASD (e.g., age appropriate, might be effective with learner).
   • Determine whether the identified antecedent-based intervention strategy could be easily implemented within ongoing routines and activities and whether the necessary resources are available to support implementation.

3. Several types of antecedent-based intervention strategies were presented in this module. Which do you feel would be most beneficial to the learner with ASD that you know? What steps would you take prior to implementation to promote its success?

   Answers to this question will vary. Each should be supported by content taken directly from the module regarding a particular antecedent-based intervention strategy.

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Implementing ABI to Prevent Interfering Behaviors

   In your classroom or program, please describe which antecedent-based intervention strategies you might you use to try to prevent interfering behaviors from occurring. Indicate during which settings, activities, or classes the strategies might be used. Describe which interfering behaviors might be prevented from using these strategies.

2. Implementing ABI to Reduce Interfering Behaviors

   In your classroom or program, describe some of the more persistent interfering behaviors that you have observed. Which antecedent-based intervention strategies might you use to reduce these interfering behaviors? Indicate during which settings, activities, or classes the strategies could be implemented. Specifically describe the process you would go through to identify the appropriate antecedent-based intervention strategy and how it will be implemented in the appropriate setting(s).

Advanced Activities

1. Promoting Successful Implementation of ABI

   Describe what you would do to promote successful implementation of antecedent-based intervention strategies (e.g., staffing, resource identification, matrix, parent/staff/sibling training, ensuring the strategies are implemented across the day in a variety of settings). How would you go about determining which antecedent-based intervention strategies to use? When would the strategies be implemented? What additional resources or supports might you need to implement the antecedent-based intervention strategies successfully?

2. Research Activity

   Using the evidence base for antecedent-based intervention strategies provided in the Resource section, read at least two articles on antecedent-based intervention strategies and prepare a summary to share with a parent group or school team.

3. Teaching Others about ABI

   Using what you have learned from the antecedent-based intervention strategies module, design a visual format for presenting this information to others working with a learner with ASD. This might include strategies for describing antecedent-based intervention strategies that are useful for different learners to general educators, a brochure or fact sheet that explains to parents and siblings how to implement antecedent-based intervention strategies at home and in the community, etc.