D.2 · Behavior Reduction

Antecedent interventions

Explore examples of changes arranged before behavior, including planned choices, accessible communication options and high-probability request sequences. Review their timing and purpose within the function-informed plan specified by the supervisor.

Task D.2: Apply antecedent interventions

Useful foundations: B.3: Functional assessment and ABC recording · D.1: Functions of behavior

The rule

An antecedent intervention changes conditions before behavior; choose and implement the arrangement specified in the function-informed plan.

Identify when the change occurs and how it makes a relevant response easier or changes the conditions associated with the target behavior.

Key terms

Antecedent: An event or condition present before a response.
High-probability request: A request that the individual is already very likely to follow in the relevant context.

What to look for

Distinction	Look for	How to decide
Antecedent timing	An arrangement before the target response	Distinguish preparation from a consequence.
Functional relevance	The change addresses an assessed condition	Keep supports related to the learner’s needs and plan.
Approved implementation	Specified materials, timing and choices	Implement demand and consequence arrangements as specified by the supervisor.

Worked examples

Before the task

Offer the planned choice

A plan identifies task transitions as a difficult context and specifies offering a choice of which of two assigned activities comes first. Before presenting either activity, the RBT asks, “Drawing first or matching first?” The learner chooses matching.

Relevant facts

The choice occurs before the activity begins.
Both options are specified in the plan.

This is the planned antecedent arrangement.

Choice before instruction → selected activity begins

The choice changes the setup before the activity begins. Both activities remain in the plan, with the learner selecting their order.

Relevant support

Prepare the communication option

For a learner with an assessed escape-related pattern, the plan places an already-taught break card within reach before work and includes a defined response to card exchanges. The RBT notices the card is in a closed cupboard.

Relevant facts

The plan requires accessible communication before work.
The closed cupboard prevents that access.

Place the card as specified before beginning and follow the communication plan.

Accessible card before demand → usable alternative request

The antecedent support makes an appropriate response available. Keep the card accessible and use the break arrangement specified in the plan.

A request sequence

Start with familiar actions

A supervisor’s approved plan precedes a less-likely folder-sorting request with three actions this learner reliably completes: pick up a folder, open it and touch the inside pocket. The RBT follows the specified brief pace and consequences, then presents the sorting request.

Relevant facts

The preliminary requests are already likely to be completed by this learner.
The sequence is arranged before the less-likely target request.

This is a high-probability request sequence used as an antecedent strategy.

Likely responses first → less-likely request follows

Identify the arranged sequence of requests. The assessed learner history and approved plan determine which requests qualify and how to deliver them.

What changes the answer?

Keep a choice of two activities; change when it is offered.

The same two activities are available.

Choice is offered before the target behavior opportunity.

Antecedent arrangement.

It changes the setup.

Choice is delivered because the learner completed the target response.

A consequence arrangement.

It follows and depends on the response.

The timing and contingency determine the classification.

Remember

Look before the behavior, then check the purpose and plan.
Prepare each support according to the approved intervention.

Sources for this topic

Reviewed 2026-09-30 · D.2 version 3.