VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 1

Antecedent—Behavior—Consequence

The When and the Where of Behavior

Slide: Introduction

 Learn more about WHEN and WHERE behavior occurs

 In this presentation we will cover:
o The importance of the behavior chain
o What is a setting event?
o What is an antecedent?
o What is a consequence?

Now that we’ve learned how to DEFINE behavior, it’s time to move on to the next letter in
the D.A.S.H. process. Yet, before we can learn how to ASK about behavior, we need to go over
a few fundamentals regarding the when and where of behavior.
In this presentation, we will provide you with the knowledge you need to understand the
importance of the behavior chain. The behavior chain gives us information about WHEN and
WHERE behavior occurs. As we learn more about WHEN and WHERE behavior occurs, this
will help us to better understand ultimately WHY the behavior occurs.
A thorough and individualized assessment of behavior must examine what happens before
and after a behavior occurs. This is referred to as the behavior chain. As you will learn in this
presentation, the behavior chain is very important.
In this presentation, we are going to cover the following topics:
 What is a setting event?
 What is an antecedent?
 What is a consequence?

Slide: ABC of behavior

 It’s time to examine the ABCs of behavior

 A = Antecedent (including setting events)
 B= Behavior
 C= Consequences

Now that we know how to accurately define a behavior, it’s time to examine the behavior
chain: A= Antecedent (including setting events), B= Behavior and C= Consequence and later,
we show how that fits into D.A.S.H. process.
VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 2

Slide: Behavior never happens in isolation!

o Something always happens before and after a behavior

o These events are known as the behavior chain
o The behavior chain includes:
 Setting events, or slow triggers, SET UP a behavior
 Antecedents, or fast triggers, SET OFF a behavior
 Consequences, or the pay off, MAINTAIN a behavior

Interfering behavior never occurs in isolation. There is always something that happens
before and after a behavior. Also, behaviors occur in a very specific time and place. With just
these small amounts of clues, we are piecing together the very fundamentals of the behavior
chain.
A behavior chain considers the events that set up a behavior, the events that set off a
behavior and the events that maintain a behavior.
A setting event is what sets up the behavior, or what happened before the behavior
occurred. In some cases, setting events may be obvious to you, and in others, it may take more
detective work to uncover the specifics. Oftentimes, setting events can occur at home during a
morning routine or even the night before. Missing breakfast, lack of a good night’s sleep, or even
something as simple as a missed step in a student’s crucial morning routine can contribute to a
day starting off on the wrong track and be the setting event for a behavior later on. Because
setting events happen over a longer period of time, these are known as slow triggers.
While the setting events happen much earlier than the actual behavior, there are also
events that happen immediately before the behavior. Such events work to set off the behavior
and are known as antecedents. Unlike the slower setting events, an antecedent acts quickly and
is referred to as a fast trigger. A student who is given a math worksheet may throw the
worksheet on the floor because he thinks it is too hard. This is a fast trigger that resulted in the
interfering behavior.
Finally, there are consequences to any behavior which maintain the behavior. There is
always an ‘after’ aspect to a behavior, and these events are known as consequences.
Consequences act as reinforcers or punishers to the behavior. For the student, this is the pay off
to their behavior. Anything that reinforces a behavior acts to increase the likelihood that the
behavior will occur again. With the student above, if he did not have to do the math worksheet
for 3 minutes while the teacher was busy with other students, then he was reinforced for
throwing the worksheet on the floor. His behavior was maintained and he will likely do it again!
Each piece of the behavior chain will work together to develop or impact interfering
behavior. For us to understand how to implement an effective intervention we must be aware of
what these are, how they impact the student, and how they may be modified to reduce or stop the
behavior.
Let’s examine each piece of the behavior chain in depth starting with setting events.
VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 3

Slide: What is a setting event?

 Slow trigger

Setting event Antecedent Behavior

Woke up late, Math assignment Laid head on desk

missed the bus

Setting events are known as slow triggers and set up the behavior. They are a little like
atmospheric conditions. When it’s cloudy, you know there is an increased chance of rain
sometime that day. A setting event is really no different for the student with ASD and when
known to staff, help us gauge how a student might handle difficult assignments, changes in the
routine, or other aspects to life in the classroom. Slow triggers happen a period of time before
the interfering behavior. They are conditions that set up the possibility that a behavior may
occur, but do not set off the behavior at that very moment. For example, Vivienne woke up late
one morning before school and had to rush to get ready. She barely got to eat any breakfast and
didn’t get to watch her favorite television show before leaving for the bus stop. The bus was
early and she had missed it when she arrived at the bus stop so her mom had to drive her to
school. During her math class which is her second class of the day and her favorite, Vivienne
refused to complete the class assignment and instead laid her head down on her desk. The
teacher in this case may think that the presentation of the math assignment was the cause of
Vivienne’s refusal to do the work when in actuality she was feeling overwhelmed by her
morning and needed a break. The morning events were the setting events that set up Vivienne’s
behavior during her math class.

Slide: Types of setting events

Setting event Behavior

Physical – After lunch he goes to history class. During class,
Owen is over stimulated by the Owen fidgets with a string and walks around the room
cafeteria
Social – During science he was really angry and was unable to
Jaquan got in a fight on the playground focus and do his work
Biological- Throughout the entire day, Katherine is observed
Katherine has a head cold putting head on desk and began crying during reading

Setting events can be physical, social, or biological. Here are some examples.

Setting event Behavior

VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 4

Physical – After lunch he goes to history class. During the first 20

Owen is over stimulated by the minutes of class, Owen fidgets with a string he has in
cafeteria his pocket and walks around the room.
Social – During science he was really angry and was unable to
Jaquan got in a fight on the playground focus and do his work.
Biological- Throughout the entire day, Katherine is frequently
Katherine has a head cold observed putting her head on her desk and began
crying during reading.

Slide: Examples of setting events

 Understanding setting events may take some of the ‘mystery’ out of erratic behaviors

 All of those ‘little things’ that set up a stormy atmosphere for Jack’s day

 You can help to reduce the impact of the setting event

 There may not always be a setting event for interfering behaviors

If there is a setting event, understanding it may take some of the ‘mystery’ out of erratic
behaviors. Imagine the following scenarios:

Jack’s mom had bought a brand of waffles that he did not normally accept. On top of
that, his favorite blue pair of sweatpants were in the laundry and he was forced to wear jeans.
Jack hates to wear jeans. Later in the day, Jack became very upset over the math assignment on
fractions and threw his chair in frustration. Now, all of those ‘little things’ that set up a stormy
atmosphere for Jack’s day were not insignificant and these were not things Jack could just ignore
or get over due to the core deficits of ASD. These are very significant hurdles for Jack to deal
with and must be considered as we plan any type of behavioral intervention.
In another situation, Hayley’s morning routine at home seemed to go just fine. She slept
well, ate her normal breakfast and was able to get on the bus with no problems. But during the
15 minute bus ride to school, Hayley was teased by a group of students. An hour later, Hayley
became very agitated when asked to read several paragraphs from the science textbook and
slammed her book on the floor, refusing to participate.
In both of these scenarios, it is necessary to try and gauge the conditions of your student’s
day in order to help you know how and when to effectively intervene and possibly even prevent
interfering behavior from occurring. In the case of such slow triggers, you can help to reduce the
impact of the setting event by doing several things. First, try to eliminate the setting event if you
can. For example, if the student gets in a fight every morning prior to the start of school, work to
eliminate the fight and help the student to start his day on a more positive note. Yet, in some
cases, such as a medical problem, you cannot always eliminate the problem on your own. If you
cannot eliminate it, you can still reduce its effect by reducing the demands that may trigger
VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 5

problem behavior. However, it is important to note that there may not always be a setting event
for interfering behaviors. They only make the possibility of an interfering behavior more likely.

Slide: What is an antecedent?

 Fast trigger

Setting event Antecedent Behavior

Grammar Crumpled paper

assignment

The next item in the behavior chain is the antecedent. These events happen right before
the behavior occurs and set off the behavior. It is considered to be a fast trigger. That is,
interfering behaviors follow them immediately. When Becca is presented with a grammar
worksheet in English class she crumples the paper and throws it to the floor. The antecedent or
fast trigger in this situation is the presentation of the worksheet. The behavior of crumpling the
worksheet happened immediately after its presentation.

Slide: Why are antecedents important to understand?

 Antecedents are powerful and directly influence behavior

 When the antecedent is not apparent it will require observation and assessment to
determine the fast trigger

Antecedents are powerful and directly influence behavior. Antecedents should be addressed
whenever problem behavior is occurring with a student with ASD. While the antecedent is often
clear, there will be times when the antecedent is not always apparent. When the antecedent is
not apparent it will require observation and assessment to determine the fast trigger to the
behavior.
For example, Logan woke up and everything went as planned and according to his
normal routine. He slept well the night before, had a good breakfast and came to school happy
and ready for the day. During his second period Algebra class, the teacher announced a pop quiz
on polynomial equations. Logan immediately cried out that he had to use bathroom and ran out
of the room to the nearest restroom. He stayed in there much longer than anticipated and when a
fellow student tried to get him to come back to class, he refused to leave and another teacher
became involved. The antecedent in this example is the pop quiz!

Slide: Examples of antecedents

VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 6

Antecedent
Clay walks into PE class where
children are cheering loudly
Antoine is asked a question by the
teacher about the history lesson
Patty’s classmate starts talking to her
The principal tells the students to be
quiet
Behavior
Clay begins crying and runs out of the gym
Antoine begins playing with the lace on his shoe
Patty walks away from her classmate
Ebony begins to cry

Here are examples of antecedents.

Antecedent
Clay walks into PE class
Antoine is asked a question
Patty’s classmate starts talking to her
The principal tells the students to be
quiet in the hallway
Behavior
Clay begins crying and runs out of the gym
Antoine begins playing with the lace on his shoe
Patty walks away from her classmate
Ebony begins to cry

As you can see from these examples, the antecedent happened immediately before the
interfering behavior.

Slide: What is a consequence?

 Occurs after the behavior

Setting event Antecedent Behavior Consequence

Given matching Threw learning 5 minute break

activity materials

The last part of the behavior chain is the consequence which occurs after the behavior and
they maintain the behavior. Consequences act as reinforcers or punishers to the behavior.
Remember that reinforcers increase the likelihood that the behavior will occur in the future.
Behavior that is reinforced is made stronger. Consequences maintain the behavior and make the
behavior “work” for the student with ASD. When Emmaline is given a matching activity and
throws her learning materials, if she is allowed a five minute break while the supplies are cleaned
up she is more likely to do the same behavior the next time work is given to her. The
consequence, which was a 5 minute break, “worked” for her. It gave her something she desired.
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Slide: Consequences compete!

 Consequences act as reinforcers to behavior and increase the chance that the behavior
will occur again and again
 Consequences compete
 Which consequence did you like and what behavior would you more likely exhibit next
time?

Think about our example with Logan. What do you think the pay-off is for Logan? His
escape to the bathroom is getting him out of Algebra. The consequence for Logan is escape!
Remember, consequences also act as reinforcers to behavior and increase the chance that the
behavior will occur again and again.
When supporting a person with ASD, we must understand what happens after the
behavior and what is reinforcing the behavior because consequences compete! What does this
mean? Have you ever had a situation when you were torn about what to do and you had to
consider the consequences of your actions? Think about when you were in school. Was there
ever a time when you had a test to take and the night before the test you had to decide whether to
stay home and study or whether to go out with your friends? If you chose to stay home and study
the consequence was likely a good grade. If you decided to go out with your friends, then
perhaps you received a poor grade or failed the test all together. These consequences compete! If
studying was the choice you gained access to good grades. If going out with friends was the
choice, you escaped work. – Which consequence did you like and what behavior would you
more likely exhibit next time?

Slide: Examples of consequences

Behavior Consequence
Aiden poked his classmate in the shoulder over The classmate walked away
and over
Jenna got into a physical fight with another Jenna was suspended
student
Peter didn’t do his homework Peter had to do his homework during recess
Dana ran out of the cafeteria Dana’s teacher took her to the class so she
could eat lunch alone
Raoul hit another student Raoul was sent to the office

Here are examples of consequences.

Behavior Consequence
Aiden poked his classmate in the shoulder over The classmate walked away
VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 8

and over
Jenna got into a physical fight with another
student
Peter didn’t do his homework
Dana ran out of the loud cafeteria
Raoul hit another student
Jenna was suspended
Peter had to do his homework during recess
Dana’s teacher took her to the class so she
could eat lunch alone
Raoul was sent to the office

As you can see, the consequences happened after the behavior. Consequences are a
crucial piece to the behavior chain and provide a great deal of information about the context in
which interfering behavior occurs in the classroom.

Slide: Example of a positive consequence

 Jamal is a student with autism

 Jamal enjoys listening to books on the computer

 He has difficulty getting his work done in a timely manner

 The consequence of gaining access to the computer increases the likelihood that Jamal
will complete his work in a timely manner

Consequences don’t just reinforce or maintain interfering behavior, but consequences

maintain positive and good behaviors too. Let’s look at an example.

Jamal is a fifth grade student with autism. He thoroughly enjoys listening to books on the
computer in the classroom. Jamal has had difficulty in getting his work done in a timely manner.
His teacher decides to work on this problem behavior. On the occasion that Jamal finishes his
work on time, the teacher allows him access to the computer to listen to a book before moving to
the next task. Jamal is learning that when he completes his work in a timely fashion that he has
time to listen to the book on the computer. The consequence of gaining access to the computer
increases the likelihood that Jamal will complete his work in a timely manner the next time. It is
our job to look at consequences for all behaviors!

Slide: Think About It!

 Go to the question titled Leo and the Behavior Chain

1. What is the interfering behavior?
2. What is the setting event?
3. What is the antecedent?
4. What is the consequence?
5. Is it likely this behavior will occur again in the future?
VCU-ACE - Strategies for Supporting Positive Behaviors in Students with ASD Online Course 9

It’s time for your next Think About It! activity. Please find your Participant Handbook
for Module 1 and go to the question titled Leo and the Behavior Chain.
For this activity, read the case study provided, and answer the following questions:

1. What is the interfering behavior?

2. What is the setting event?
3. What is the antecedent?
4. What is the consequence?
5. Is it likely this behavior will occur again in the future?

Remember Leo? Leo is our 4th grader with ASD. Recently, Leo moved to a new school
from out of state and is getting used to a new school, with new staff, new routines and new types
of curriculum demands.
Leo is working on word problems in math class. Leo finds this really hard and gets upset
during math. The teacher scolds him several times when he doesn’t write down an answer to a
problem the class is working on together. When it is time for recess, Leo is thrilled and can’t
wait to play with the new kickball the class just received. When the class gets to the playground
Jackson, a classmate grabs the kickball and runs to the playground. Leo chases him and bites
him on the arm. Jackson screams and drops the ball. Leo grabs the ball and runs far away to the
end of the playground where he plays for 5 minutes before a teacher finds him and takes the ball
away.

Slide: Thoughts!

 The interfering behavior is Leo biting another student

 The setting event is Leo struggling in math
 The antecedent is the student (Jackson) taking the kickball
 The consequence is Leo being provided 5 minutes to play with the kickball
 The behavior is likely to happen

Here are the answers to the questions about Leo

1. What is the interfering behavior? The interfering behavior is Leo biting another
student
2. What is the setting event? There is a setting event or what is also considered a slow
trigger in this scenario. The setting event is Leo struggling in math and being scolded
by his teacher several times.
3. What is the antecedent? The antecedent or the fast trigger in this situation is the
student (Jackson) taking the kickball.
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4. What is the consequence? The consequence is Leo being provided 5 minutes to play
with the kickball by himself.
5. Is it likely this behavior will occur again in the future? I think the behavior is likely to
happen again. Leo received a positive consequence where he was allowed access to
the kickball he wanted. Since biting the student “worked for him” then he may do it
again in the future.

Slide: Summary

 Help provide the bigger picture of why the behavior is happening

 The setting event sets up the behavior
 The antecedent sets off the behavior
 The consequence maintains the behavior

Gathering information about the behavior chain will help provide you with the bigger
picture of why the behavior is happening. The first part of the behavior chain is the setting event
which sets up the behavior. The next component is the antecedent which sets off the behavior,
and finally the last piece is the consequence which maintains the behavior. Now that you’ve
learned about the behavior chain, you’re ready to tackle the practical application of investigating
the where and when of interfering behavior. We will do this by Asking about behavior through
the use of an interview process. This is the next step in the D.A.S.H. process.

Slide: Reference

Information for this presentation was taken from Practical Functional Behavioral
Assessment Training Manual for School Based Personnel written by Sheldon Loman, Ph.D. and
Christopher Borgneier, Ph.D. at Portland State University.