Antecedent control procedures

Antecedent control strategies: Misapplications and generalization

Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six "misapplications" cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.

Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan.MISAPPLICATIONS • • • • • • 1. A teacher in a special education classroom was working with a child with severe intellectual disability. The teacher was using small bites of food as reinforcers in a training program to help the child make correct letter discriminations. The teacher decided to arrange an establishing operation that would make food a more powerful reinforcer so that the child would be more likely to respond correctly in training sessions. Because training sessions were in the early afternoon, the teacher decided to keep the child from eating lunch at noon. The teacher reasoned that if the child did not eat lunch, food would be a more effective reinforcer in the afternoon. What is wrong with this antecedent control strategy? What would be a better antecedent control strategy to use in this case? 2. Milt wanted to start working out more often. He decided that the best way to get into a regular workout routine would be to join a health club. He joined a club that was a 30-minute drive away. Milt reasoned that once he paid the membership fee for a year, he would be more likely to drive there and work out at least a few times a week. And because he paid the fee for the full year, he believed that he would continue to work out at the club for the whole year. What is wrong with this strategy? What could Milt do to make it more likely that he would work out regularly? 3. Dr. Drake, a dentist, was concerned that many of her patients did not floss their teeth regularly and were therefore at risk for gum disease. Dr. Drake devised a plan to get her patients to floss every day. Every time patients came in for a checkup or cleaning, Dr. Drake showed them awful pictures of people with gum disease and pictures of painful surgery that the people with gum disease had to endure because they did not floss regularly. Before the patients left the office, she told them that they could avoid the awful gum disease and the painful surgery by flossing their teeth for 2 minutes every day. What antecedent control strategy was Dr. Drake using to get her patients to floss their teeth? Why is this strategy, by itself, not enough to keep people flossing? What other strategies would you add to make it more likely that people would keep flossing their teeth regularly? 4. Sandy, a third grade student with learning problems, attended a special class. She usually engaged in disruptive behaviors in the classroom when required to complete math problems. The teacher conducted a functional assessment and found that the request to do math problems was the primary antecedent to the disruptive behavior. The teacher decided to use an antecedent manipulation and no longer asked Sandy to do math problems. The teacher reasoned that if Sandy was no longer asked to do math problems, the disruptive behavior would be less likely to occur. What is the problem with this procedure? 5. Phyllis and Fred,