ABSTRACT
There is an impressive range and variety of evidence to demonstrate the power of antecedent control over adult and child behaviour in educational contexts. The studies reviewed provide clear examples of the behavioural effects of all three types of setting event (concurrent stimulus events, concurrent stimulus-response events, and prior stimulus or stimulus-response events). Several tentative conclusions and research suggestions emerge about each. Antecedent control through the manipulation of physical stimulus events may influence behaviour in two ways. The first influence is direct, through the availability of new stimulus materials. The indirect effects seem to apply to large-scale physical stimulus changes (e.g. school size), to small-scale physical stimulus changes, and to temporal changes. The presence of an interacting adult is a powerful setting event, as it combines elements of antecedent and consequent control of child behaviour. The one-to-one instructional setting where adult and child interact over a joint task is of major importance educationally.
