The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Antecedent strategies to promote appropriate classroom behavior
Abstract
In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class‐wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be removed or modified to create individualized antecedent interventions. The empirical literature base supporting the value of this approach has witnessed rapid growth. In this article, we offer a rationale for the use of antecedent strategies and provide literature‐based examples of applications within school settings at both the class‐wide and individual levels. In addition, we discuss practical considerations for implementing antecedent interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 65–75, 2007.
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Cites
Functional Assessment and Program Development for Problem Behavior: A Practical Handbook
O’Neill, R. (1996) · Medical Entomology and Zoology · Cited by 951
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
Sugai, G., & Horner, R. (2002) · Child & Family Behavior Therapy · doi:10.1300/j019v24n01_03 · Cited by 945 · cited 1×
“Several guidelines should be considered that enhance the effectiveness of class-wide rules (e.g., Sugai & Horner, 2002).”
BackgroundRULES, PRAISE, AND IGNORING: ELEMENTS OF ELEMENTARY CLASSROOM CONTROL1
Madsen, C. H., Becker, W. C., & Thomas, D. R. (1968) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1968.1-139 · Cited by 540
Interventions for academic and behavior problems II : Preventive and remedial approaches
Shinn, M. R., Walker, H. M., & Stoner, G. D. (2002) · Cited by 417
FUNCTIONAL ASSESSMENT, CURRICULAR REVISION, AND SEVERE BEHAVIOR PROBLEMS
Dunlap, G., Kern‐Dunlap, L., Clarke, S., & Robbins, F. R. (1991) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1991.24-387 · Cited by 416
CHOICE MAKING TO PROMOTE ADAPTIVE BEHAVIOR FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL CHALLENGES
Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1994.27-505 · Cited by 379
Sutherland, K. S., Alder, N., & Gunter, P. L. (2003) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266030110040501 · Cited by 332
Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans
Bambara, L. M., & Kern, L. (2005) · Cited by 294
Self-citationKern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1994.27-7 · Cited by 262
Self-citationCarnine, D. W. (1976) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1976.9-199 · Cited by 245
Cited by
Handbook of Classroom Management
Emmer, E. (2014) · Routledge eBooks · doi:10.4324/9780203074114 · Cited by 485
Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009) · Journal of Educational Psychology · doi:10.1037/a0016647 · Cited by 296
Metadata
- Authors
- Kern, L., & Clemens, N. H.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2006-12-13
- Volume
- 44
- Issue
- 1
- Pages
- 65-75
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2137275012
- Cited by
- 305
- References
- 35
- FWCI
- 12.88
- Type
- journal article
- Language
- en
- Open access
- closed
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