Int. Strategies (I)	Lesson 2: Directed Questions
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1. Explain the difference between a setting event and an antecedent event.
	example:
		A setting event changes the value of reinforcers and punishers in a studentīs environment and momentarily affects the likelihood of problem behavior. An antecedent event is a cue that signals a reinforcer or punisher will follow. A setting event can increase the probability that an antecedent event will trigger problem behavior. For example eating a large number of chocolate chip cookies momentarily changes the value of drinking milk. A student in the lunchroom who has just consumed a large quantity of chocolate chip cookies may be more likely to grab another studentīs carton of milk while the other studentīs back is turned. In this case, the setting event has increased the probability that when the student sees an unattended carton of milk (antecedent event), he will take it from another student.

2. You are working with a third grade student who is interested in basketball and comic books. Describe how you could adapt a math assignment involving two digit addition problems.
	example:
		One approach would be to modify the math assignment by making sure it resulted in a functional outcome for the student. For instance, the studentīs worksheet could be altered so that it relates to his interest in comic books. The student could be given addition problems that involved computing how much money is needed to buy one comic book, three comic books, and ten comic books. The studentīs interest in basketball could be incorporated into the assignment by placing the addition problems on a sheet of paper with a basketball and a net drawn on it. Every time the student completes a problem, he can give himself two points. When he has completed the problems he can add up his basketball points (another way to do addition). If a number of students are interested in basketball, a game could be set up for the class. Each student could pick their preferred basketball team to represent and the students could compete by counting the number of correct responses.

3. Imagine that you are a teaching a group of eighth graders who are having difficulty concentrating on personal reading time. You have personal reading scheduled from 8:30 to 8:55 in the morning on Wednesday and Friday. Describe how an antecedent intervention can be implemented at the classroom level with a group of eighth grade students to address this problem.
	example:
		Scheduling reading as one of the first activities of the morning may be a difficult transition for the students. When the students arrive at school, they may be more interested in activities that allow them to socialize with their friends be more active. Choosing a quiet reading assignment as one of the first activities of the day may set many students up for failure. One strategy would be to move the reading time to later in the afternoon when students are ready for a less active assignment, in this case reading. By simply changing the class schedule, you can set the stage for student success.