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Unformatted text preview: ging antecedents (Scholl & Smith, 1994). They create environmental stimuli
that cue appropriate behavior by making expectations clear.
Second, you can identify the immediate antecedents for a particular
behavior, and then try to modify or remove those antecedents. For example, if a
student is more likely to get into trouble when he is sitting by another student,
then you can change your seating arrangement.
A third way to manage antecedents is to create classroom prompts that
signal students how you want them to behave. For example, teachers of young
children might use the phrase “all eyes on me” to signal students that they need to
observe the teacher. A secondary teacher might turn the lights on and off to signal
to her students that it is time to stop their small group discussions and reconvene
as a larger group. When you first establish classroom prompts, link them to
reinforcements or the avoidance of punishments. For example, if students attend
to you when you say, “eyes on me,” then prais...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08