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Application Activities
- To create a learning opportunity, the antecedent must be related to the target behavior. Second, even if the antecedent is related to the target behavior, one has to understand the scenario to determine if a match exists. The following describes a target behavior, a scenario, and possible antecedents (in this case, adult or peer actions related to the scenario) that can be provided to elicit the target response by the child. Several completed examples of how the antecedents were a match or a mismatch are provided. Review completed examples as a group and discuss whether group members agree. Furthermore, review additional antecedent examples and determine which serve as a match or a mismatch and why.
Target Behavior Scenario Antecedent (event, action, condition) Match Mismatch To sign
MOREThe child is sitting at a child size table with 6 other children. Each child has an individual place setting, and extra food is on the counter behind the table. The adults in the room sometimes sit at the table with the children, and at other times they walk around the room or get more food/drink. The child is eating the last cracker on his or her plate and is at the opposite end of the table from where an adult stands and where the extra food/drink is placed. As the child finishes the last cracker, he or she holds up the plate. The adult asks the child if he or she wants more juice
This is a mismatch because, although related to the child’s target behavior, the antecedent would cause the child to shift focus or interest to something more to drink as opposed to something more to eat. Getting more to eat is the inferred interest or intent of the situation. The adult asks if the child wants more crackers Match because the adult’s question was related to the target behavior and to the child’s current focus of attention
A peer sitting next to the child signs MORE to receive more food to eat.
The adult withholds food (e.g., cracker) or places food out of reach
The adult provides hand-over-hand assistance to make the sign MORE.
- Identify aspects of an activity-based approach that are present in student work or practicum settings. Identify two specific recommendations that could be made to move the program toward an activity-based approach.
