Antecedent Interventions

Antecedent interventions are a class of intervention strategies in which environmental stimuli are manipulated prior to a behavior occurring, with the intention of stopping a behavior before it occurs. Antecedent interventions may also be used to modify settings such that students may no longer recognize triggers for problem behaviors. The chapter describes various advantages to antecedent interventions in relation to other classes of intervention strategies. Next, considerations for implementing antecedent interventions are discussed, including developing a comprehensive plan and ongoing data collection. The chapter then presents a range of antecedent interventions. Developing clear expectations, use of classroom seating arrangements, praise, increasing structure, delivery of effective instructions, and modifying task difficulty are among the procedures highlighted in the chapter.

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.