As part of many educators’ effort to help change student behavior is the concept of “consequence”. Yet, the understanding of ‘consequence’ is often lacking connection to another element, namely, “Antecedent conditions” (what is happening before the behavior). Consequences are results, changes or reactions in an environment that occur after a behavior. Critical ingredients of a consequence include: 1) they occur relatively quickly after the behavior and 2) they can alter the probability that the behavior will occur again. (Cooper, Heron, & Heward, 2006). Consequences can either increase or decrease the future occurrence rate of a particular behavior. Consequences that increase the likelihood of a behavior repeating itself are considered “reinforcements”. When consequences decrease the chances of a behavior reoccurring, they are considered “punishments”. Consequences are natural or applied. Traditional (punitive) behavioral management systems typically only apply negative consequences to negative behaviors. For difficult student problems, unique situations or recurring problems, knowing how to adjust/ apply positive consequences together with manipulating antecedents can be highly motivating to change in student behavior. For example, behaviors that should occur can be rehearsed ahead of actual time of use (expected behaviors with a guest speaker or substitute teacher). Cues and signals that will prompt appropriate behavior at the time of use can also be explained to students to support use of the preferred behavior. Then, reinforcing (positive) consequences such as praise or gaining choice in some event further drive the student’s motivation to demonstrate the desired behavior. This is how antecedent conditions combined with consequence help achieve a desired behavioral change. Set up the student to win and applaud them when they do!
Taken from : Well Managed Schools