RBTs work in a variety of capacities including home/community and clinic-based settings. However, there are additional complexities for RBTs working in school-based settings. Whether it has to do with district, state, and federal guidelines, adherence to IEPs, classroom management strategies, administrative interactions, etc. RBTs working in schools require an additional set of skills beyond what they might encounter in other settings. In this series, Wes Lowery does a deep dive into various aspects of school-based services to help bolster RBT skills and ensure they are rendering the most competent and effective services within these settings.

Sometimes, it appears that we are implementing programs just to “tick a box.” Interventions like noncontingent or task revisions might seem like simple things, but they have an incredible impact on learning. It is easy to underestimate the impact of good, well designed and selected antecedent interventions within behavior analytic work. If done well and implemented consistently, antecedent interventions can work to prevent crisis down the line. In this discussion, Dr. Shane T. Spiker will focus on defining and describing features of antecedent interventions and how they can be more effective based on principles of behavior.