Examining the Use of Structural Analysis to Develop Antecedent-Based Interventions for Young Children Exhibiting Challenging Behavior

Abstract

Antecedent-based interventions (ABIs) have been effective in reducing challenging behavior of children with and without disabilities. Structural analysis (SA) is a systematic method of identifying contextual variables that are predictive of the occurrence or non-occurrence of challenging behavior. While it seems apparent that SAs would be used to develop ABIs, little research has been done examining the effectiveness of ABIs developed following SAs for young children who engage in challenging behavior. The current study used single-case alternating treatments designs to evaluate the effects of ABIs developed following SAs implemented by early childhood teachers, on the challenging behavior and engagement of young children. Social validity was measured throughout the study to assess the feasibility of the assessment process and the acceptability and effectiveness of the ABI.