Antecedent and Consequence Strategy Sheet
| Skill | Definition | Examples |
|---|---|---|
| Antecedent/Proactive | Antecedent/Proactive | Please see below: |
| Priming | Prepare a person for what is going to occur in the future, when a task is going to end or begin, expectations, with words, pictures, schedules, timer, etc. | “In one minute, we are going to color” (Parent sets a timer for 1 minute) |
| High-Probability Request Sequence (High-Ps) | Presenting 2-3 easy tasks (each task should able to be completed within 10 seconds) before presenting a difficult task or a non-preferred task. | “High-5, clap your hands, touch your head, okay now pick up your toys.” |
| First/Then (Premack Principle) | Using the verbiage “First______, Then _______.” Presenting a non-preferred task, followed by a preferred task. | “First you eat your apple, then you get a cupcake.” |
| Alpha Commands | Clear, short, assertive directions. No questions. | “Come here” “Pick up trash” “Finish your homework.” |
| Modifying Tasks or Environment | Breaking down the task into smaller parts. Changing the location in which the task is being completed. | Having the client complete 5 math problems in one setting rather than all 30 problems. Doing homework outside instead of inside. |
| Providing Choices | Providing 2 choices that are similar in nature. | “Do you want puzzles or trains?” “Do you want water or juice?” |
| Visual Supports | Written text, pictures, schedules, to-do lists, etc. used to support other strategies. | After school schedule, Agenda, Calendar, Token Economy, Chore List, etc. |
| Non-Contingent Reinforcement (NCR) | Providing non-contingent reinforcement based on the function of the behavior. | Attention: Praising every 30 seconds Escape: Providing breaks every 1-2 minutes Sensory: Providing sensory breaks every 10 minutes Access: Providing a snack every 30 minutes |
| Consequence/Reactive Strategies done AFTER the behavior occurs | ||
| Reinforcement | When a correct behavior is observed, provide the client praise, a preferred tangible item, or break, etc. immediately following the correct behavior. | Giving a break for 10 minutes after completing 5 math problems. Providing praise “Great job” when the client picks up their toys. Giving extra dessert for good table manners. |
| Extinction | Withholding items, activities, attention, breaks, blocking access to sensory stimulation that were previously or currently reinforcing. | Attention: Not responding to tantrums (ignoring the behavior). Access: Putting iPad on time out. Escape: Not allowing the client to run away from the table during dinner time. Sensory: Putting a helmet on the client to prevent head banging. |
| Redirection | Direct client to a more appropriate behavior (can use prompts) or back to the original task. | If the client runs away from the table during homework time, the caregiver redirects the client back to the table. If the client is engaging in a tantrum because he wants candy, the caregiver will prompt him to say, “Candy please.” |