Introduction to Applied Behavior Analysis (ABA) Online Tutorial
	Module 6: Reducing Problem Behaviors Antecedent Interventions When we think about antecedent interventions, the question to ask is, "How can we prevent the behavior problem from happening in the first place?" In many cases, problem behavior serves as communication for individuals with autism who are non-verbal (or have difficulty with verbal communication). A child who covers his ears and screams when you turn on the blender may be communicating (in the best way he knows how) that the sound hurts his ears. Teaching communication skills gives the child a better way to make these wants and needs known. Also, it has been my experience that half of the battle in terms of behavior for students with autism is communicating your expectations clearly. Students with autism may genuinely not know what behavior is expected of them in the classroom, home, or community, and are not as likely to naturally pick up on these expectations as their peers. There are many strategies to help students with autism understand expectations, but some of the primary strategies I use include: Visual Supports and Schedules, Transition Warnings, and Stating Expectations Clearly and Positively Functional Communication Training (FCT). Let’s examine each of these antecedent strategies in more detail. Next --> Visual Supports