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| Antecedent-Based Interventions for Behavioral Excellence in Classrooms |
| Monday, May 26, 2025 |
| 10:00 AM–10:50 AM |
| Convention Center, Street Level, 145 B |
| Area: EDC; Domain: Applied Research |
| Chair: Madeline Risse (University of South Florida) |
| CE Instructor: Madeline Risse, M.S. |
| Abstract: Challenging behavior in the classroom setting can negatively impact teacher implementation of classroom management strategies and lead to poorer student outcomes and increased risk for teacher burnout (Fernet et al., 2012; Garwood et al., 2017; Gilmour et al., 2022). When challenging classroom behaviors are targeted through antecedent-based interventions, such as physical exercise or relaxation techniques, improved academic and social outcomes have been observed. Moreover, evidence-based strategies such as differential reinforcement have been shown to be effective at reducing challenging behavior (Boniecki & Moore, 2003; Petscher et al., 2009). This symposium will focus on three presentations highlighting interventions that have been successful in reducing disruptive behavior and increasing appropriate behavior in school-based settings. The first presentation will be an evaluation of the effectiveness of brief video-based PMR to increase academic engagement in the classroom. The second presentation will focus on using brain breaks® to increase on-task behavior and decrease disruptive behaviors of elementary school students. Finally, the third presentation evaluates antecedent physical exercise on elementary school students' academic engagement and task completion. Collectively, these studies represent school-based intervention approaches to decrease challenging behavior and promote optimal academic engagement exhibited by students in the classroom setting. |
| Instruction Level: Basic |
| Keyword(s): academic engagement, antecedent intervention, elementary, school |
| Target Audience: teachers or school-based behavior analysts interested in interventions to promote academic and behavioral excellence |
Learning Objectives: 1. Participants will learn the basis of physical activity as an antecedent exercise and how it can be applied within the classroom setting to increase academic engagement and task completion.
2. Participants will learn the basics of progressive muscle relaxation and how it can be applied in the classroom as an antecedent-based intervention to increase academic engagement.
3. Participants will be able to summarize the effects of antecedent exercise programs, such as Brain Breaks®, on students on task and disruptive behaviors in a classroom setting. |
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| The Use of Proactive Progressive Muscle Relaxation to Increase Academic Engagement for Elementary School Students |
| Lillian McCook (33701), CECILIA PANNONE (University of South Florida), Kimberly Crosland (University of South Florida), Marissa Del Vecchio (University of South Florida) |
| Abstract: Disruptive behavior in classroom settings has been identified as a major challenge, leading to reduced academic engagement and increased teacher burnout. When these behaviors are targeted through antecedent-based interventions, such as relaxation techniques, improved academic and social outcomes have been observed. Progressive Muscle Relaxation (PMR) has been shown to decrease disruptive behavior in the classroom and increase academic engagement. Furthermore, the integration of technology into the educational setting may alleviate some of the burden on educators and enhance the learning experience for students. Therefore, the purpose of this study was to evaluate the effectiveness of brief video based PMR to increase academic engagement in the classroom. Participants in this study included three upper elementary school students diagnosed with autism spectrum disorder (ASD) in a special education unit in a public school in southern Florida. An ABAB reversal design was utilized to assess the effectiveness of video-based PMR sessions to increase academic engagement. Compared to the first baseline phase, a moderate increase in academic engagement was observed across all three participants. Upon return to baseline, similar levels of academic engagement were observed compared to the first baseline phase for all participants. Data collection is still ongoing at this time. |
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| Using Brain Breaks® to Increase On-Task Behavior and Decrease Disruptive Behaviors of Elementary School Students |
| CLAUDIA CAROLINA REYES (University of South Florida), Kimberly Crosland (University of South Florida), Marissa Del Vecchio (University of South Florida) |
| Abstract: Off-task and disruptive behaviors are some of the greatest causes to loss of instructional time in the classroom and lead to poor academic achievement (Luiselli et al., 2002). To address these concerns, the implementation of antecedent exercise programs have been used to increase levels of on-task behavior and decrease the level of disruptive behaviors in students (Folino et al., 2014). More specifically, Brain Breaks® videos have been used to provide movement breaks between long periods of academics without the need for expensive equipment. Thus, the purpose of this study was to evaluate the use of Brain Breaks® for increasing student on-task and decreasing disruptive behavior in the classroom during academics. Participants in this study included first and second grade students in a general education classroom in a private elementary school in southern Florida. A multiple baseline across participants design was used to evaluate the effects of Brain Breaks® to increase students’ level of on-task behavior and decrease students’ level of disruptive behavior. Following implementation of Brain Breaks ®, the level of on-task behavior increased significantly from baseline levels across all three participants. A substantial decrease in students’ level of disruptive behavior was also observed following implementation of the intervention. |
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| Improving Academic Engagement and Task Completion Using Antecedent Physical Exercise in an Elementary School Classroom |
| KEVIN OCHOA (University of South Florida), Grace Maxwell (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Madeline Risse (University of South Florida) |
| Abstract: Engaging students in physical activities prior to academic tasks has emerged as a highly promising approach to enhance academic engagement. Previous research has demonstrated that school-based interventions integrating antecedent physical exercise can significantly improve appropriate academic engagement. This study aims to systematically assess the impact of antecedent physical exercise on academic engagement and task completion of elementary school students. To achieve this, an ABAB reversal design will be used, allowing for a thorough evaluation of the intervention's effects. Participants in this study included three first grade elementary school students within a general education classroom in a public school in southern Florida. Compared to the first baseline phase, an increase in academic engagement was observed across all three participants. Upon return to baseline, similar levels of academic engagement were observed compared to the first baseline phase for all participants. Data collection is still ongoing at this time. By investigating these outcomes, this research contributes to our understanding of the role of physical exercise in promoting optimal academic engagement. |
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