Date of Award

Summer 2026

Language

English

Embargo Period

4-16-2026

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

First Advisor

David Miller

Committee Members

Benjamin Solomon, Andrew Petsche

Keywords

school psychology, antecedent interventions, structural analysis, functional behavior assessment

Subject Categories

School Psychology

Abstract

Disruptive behaviors in the classroom setting present immediate challenges for both students and teachers and are associated with a host of negative, long-term outcomes. Antecedent interventions are a group of behavior management strategies that can be used to target disruptive behaviors before they occur. This study consisted of a systematic review and meta-analysis of school-based antecedent interventions that were derived from a structural analysis. The results indicated that structural analytic research on school-based antecedent interventions has been conducted with students across diverse educational settings and with students with a variety of disabilities and conditions. Elementary school students and male students were predominant in the sample. Results from the meta-analysis suggested that noncontingent reinforcement, functional communication, and combined-antecedent treatment packages may be especially promising antecedent interventions, although dataset and model limitations prevented more definitive conclusions. Implications for practice and directions for future research are discussed.

License

This work is licensed under the University at Albany Standard Author Agreement.

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