- There is a need to create solutions and techniques to help eradicate disruptive behaviors 
- “Thus, the purpose of the present study was to assess the effects of a program involving previewing or “priming” classroom assignments either at home or during special education services before they were presented in class on academic responding and problem behavior.”


University of Michigan - Ann Arbor

This study examined the impact of priming on improving students with ASD's academic achievements and general classroom behaviors

Priming as a Method of Coordinating Educational Services for Students With Autism

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools.

Priming as a method of coordinating educational services for students with autism.

- Numerous studies have analyzed antecedent influences on austic children’s behaviors (they manipulate antecedent variables)
- Even though the manipulation of antecedent variables has shown to be really effective, its use is not that common 
- Research has analyzed the impact of antecedents directly before a behavior and antecedents hours before (like before the school day which ultimately impacts the behavior for the rest of the day)
- It is important to coordinate services so that there is consistency → improvement in both behavior and academic achievement 
- There is some evidence that a correlation exists between time spent on academics outside of the classroom and academic performance
- Studies analyzing  homework and children with disabilities have found that parent involvement is very important-they help them develop better attitudes towards homework and academics in general


Priming and ASD study introduction

Priming and ASD study motivation

Conducted on two students on the autism spectrum-they were exhibiting problem behaviors in the classroom that were interfering with the teacher’s instruction

Priming and ASD study method

- Disruptive behavior and academic responding 
- To obtain the data, they observed the child for 10 seconds and then data were collected the data for 5 seconds 
- Data was collected for 10-15 minutes during the time that was primed 
- Appropriate behavior-data collectors marked a (+) if the child only displayed appropriate behaviors during the 10 second interval and a (-) if the child exhibited any problem behavior 
- Academic responding-datta collectors marked a (+) if the child showed only adequate academic responding and a (-) if they showed inappropriate academic responding 
- Appropriate academic responding is when the student was engaging in the activity in an appropriate manner 


Priming and ASD study dependent measures

- Student 1-when there were priming sessions, there were increases in academic responding and a decrease in problem behavior 
- Student 1-in classes where there was no priming, there was appropriate behavior 35% of the time but in classes with priming, there was appropriate behavior about 83% of the time 
- Student 1-classes where there was no priming, there was correct academic responding 30% of the time but when there was priming, there was correct academic responding 70% of the time 
- Student 2-the amount of appropriate behavior in non priming situation was 49% but in priming classes, there was 95% appropriate behavior 
- Student 2-in non priming classes, correct academic responding was about 67% but when there was priming, it occurred 98% of the time 


Priming and ASD study results 

- The findings support the idea that antecedent modifications are helpful in reducing problem behaviors for children with ASD 
- This is important because it shows that children on the spectrum can be included in mainstream settings 
- The priming sessions were effective because they were low-demand (high demand often leads to avoidance behavior)
- The priming sessions were also effective because they involved reinforcement in more than one way-since there is a lot of reinforcement involved, the student doesn’t need to look to be reinforced outside of the academic task at hand-reinforcement encourages them to use the skills they learn again in another context 
- Priming might increase self-esteem because students will feel like they can do it 

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