Monica, a second-grade student diagnosed with fetal alcohol syndrome, bites her fingers at various times during the school day. To assist in developing a behavioral intervention plan to diminish Monica's self-injurious behavior, the special education teacher should focus on collecting data about which of the following?

• A. The frequency of the behavior
• B. The antecedents of the behavior
• C. The duration of the behavior
• D. The consequences of the behavior

Answer: (B)

Understanding what happens before a behavior occurs is crucial for designing an effective intervention. Antecedents are the events, settings, or demands that set the occasion for the self-injurious bite, so collecting data on them helps you spot patterns—like specific times of day, tasks, transitions, or sensory stimuli—that reliably precede the behavior. When you identify these triggers, you can/prevent them or modify the environment and routines to reduce the likelihood of biting, and you can teach and reinforce alternative, appropriate responses. This proactive information is essential for figuring out the function of the behavior and selecting supports that will actually reduce it. While knowing how often it happens, how long it lasts, and what follows can be informative, focusing on antecedents provides the most direct path to preventing the behavior in the first place.