An Evaluation of the Relative Effectiveness of Function-Based Consequent and Antecedent Interventions in a Preschool Setting

Authors

Jonna H. von Schulz, University of Southern MississippiFollow
Brad A. Dufrene, University of Southern MississippiFollow
Zachary C. LaBrot, University of Southern MississippiFollow
Daniel H. Tingstrom, University of Southern MississippiFollow
D. Joe Olmi, University of Southern MississippiFollow
Keith C. Radley, University of Southern MississippiFollow
Rachel Mitchell, University of Southern MississippiFollow
Aimee Maldonado, University of Southern Mississippi

Document Type

Article

Publication Date

12-27-2017

Department

Psychology

Abstract

Although there is substantial functional behavioral assessment (FBA) literature suggesting that function-based interventions are effective for improving problem behavior, only a limited number of studies have examined the effectiveness of function-based antecedent versus consequent interventions. Additionally, although there has been a recent increase in the number of studies conducted in the K–12 school setting, only a limited number of studies have included children in the preschool setting. The present study extends existing literature by examining the effectiveness of function-based antecedent versus consequent interventions for reducing problem behavior and increasing appropriately engaged behavior for preschool children without cognitive disabilities. Following an FBA of 4 children, the effectiveness of a function-based antecedent (i.e., noncontingent reinforcement [NCR]) was compared with a function-based consequent (i.e., differential reinforcement of alternative behavior [DRA]) intervention using an alternating treatments design. Results indicated that both function-based NCR and DRA were effective for decreasing problem behavior and increasing appropriately engaged behavior, with function-based NCR being more effective than DRA for 2 of 4 participants.

Publication Title

Journal of Applied School Psychology

Volume

34

Issue

2

First Page

134

Last Page

126

Recommended Citation

von Schulz, J. H., Dufrene, B. A., LaBrot, Z. C., Tingstrom, D. H., Olmi, D., Radley, K. C., Mitchell, R., Maldonado, A. (2017). An Evaluation of the Relative Effectiveness of Function-Based Consequent and Antecedent Interventions in a Preschool Setting. Journal of Applied School Psychology, 34(2), 134-126.
Available at: https://aquila.usm.edu/fac_pubs/15538