Get .1 ASHA CEU hereAs promised, here is Part 2, an episode dedicated to antecedent behavior management with a review of commonly used behavior management strategies. We start this episode with a quick review of the content we covered in Part 1, but you will definitely get more out of this episode if you listen to Part 1 first.Antecedent management strategies are important, and many of us use them without even realizing it. Have you ever put a favorite snack out of reach? Removed aversive or distracting materials before a session? Understanding the science behind why antecedent management strategies work can help you tweak them to be more effective.Personally, we have deep love for a handful of commonly used behavior management strategies, like star charts and prize boxes - but why do they work? How can they be tweaked to be more effective? What about “ignore and redirect”? Or “time out”? These strategies are commonly used throughout our society - in education, therapy, and even parenting - but what are the behavioral principles at work when these strategies are used? Understanding this science is important, not only to make them more effective, but to help you decide when - or when not - to use them.ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.Learning Outcomes1. Identify at least 2 differences between components of antecedent-based interventions and consequence-based interventions2. Identify at least 2 ways in which antecedent-based interventions can help improve client behavior during SLP sessions3. Identify at least 2 commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &Roberts, S. W. (2012). Risk Factors Associated with Self-Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(11), 2460-2470. doi:10.1007/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36Keller-Bell, Y., & Short, M. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15. doi:doi:10.1044/2018_LSHSS-17-0037Rief, S. F., & Heimburge, J. A. (2006). How to reach and teach all children in the inclusive classroom. San Francisco: Jossey-Bass, A John Wiley & Sons Imprint.Online ResourcesASHA resources on ABA:https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/Building rapporthttps://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-looking-at-strengthening-relationships/Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers