Editing Ivan Pavlov (section)

===Classical conditioning===
The basics of Pavlov's [[classical conditioning]] serve as a historical backdrop for current learning theories.<ref>{{cite book|last1=William Moore|first1=J.|last2=Manning|first2=S. A.|last3=Smith|first3=W. I.|isbn=978-0-07-042902-4|title=Conditioning and Instrumental Learning|date=1978|publisher=McGraw-Hill Book Company|location=New York, NY|pages=52–61}}</ref> However, the Russian physiologist's initial interest in classical conditioning occurred almost by accident during one of his experiments on digestion in dogs.<ref name=Tarpy>{{cite book|last1=Tarpy|first1=Roger M.|title=Basic Principles of Learning|date=1975|publisher=Scott, Foresman and Company|location=Glenview, IL|pages=15–17}}</ref> Considering that Pavlov worked closely with nonhuman animals throughout many of his experiments, his early contributions were primarily about learning in nonhuman animals. However, the fundamentals of classical conditioning have been examined across many different organisms, including humans.<ref name=Tarpy /> The basic underlying principles of Pavlov's classical conditioning have extended to a variety of settings, such as classrooms and learning environments.

Classical conditioning focuses on using preceding conditions to alter behavioral reactions. The principles underlying classical conditioning have influenced preventative antecedent control strategies used in the classroom.<ref name=Kern>{{cite journal|last1=Kern|first1=Lee|last2=Clemens|first2=Nathan H.|title=Antecedent strategies to promote appropriate classroom behavior|journal=Psychology in the Schools|date=2007|volume=44|issue=1|pages=65–75|doi=10.1002/pits.20206}}</ref> Classical conditioning set the groundwork for the present day [[behavior modification]] practices, such as antecedent control. Antecedent events and conditions are defined as those conditions occurring before the behavior.<ref name=Alberto>{{cite book|last1=Alberto|first1=Paul A.|last2=Troutman|first2=Anne C.|title=Applied Behavior Analysis for Teachers|date=2013|publisher=Pearson Education, Inc.|location=New Jersey|edition=Ninth}}</ref> Pavlov's early experiments used manipulation of events or stimuli preceding behavior (i.e., a tone) to produce salivation in dogs much like teachers manipulate instruction and learning environments to produce positive behaviors or decrease maladaptive behaviors. Although he did not refer to the tone as an antecedent, Pavlov was one of the first scientists to demonstrate the relationship between environmental stimuli and behavioral responses. Pavlov systematically presented and withdrew stimuli to determine the antecedents that were eliciting responses, which is similar to the ways in which educational professionals conduct functional behavior assessments.<ref name="Stichter">{{cite journal |last1=Stichter |first1=Janine P. |last2=Randolph |first2=Jena K. |last3=Kay |first3=Denise |last4=Gage |first4=Nicholas |title=The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism |journal=Journal of Autism and Developmental Disorders |date=June 2009 |volume=39 |issue=6 |pages=883–896 |doi=10.1007/s10803-009-0693-8|pmid=19191017 |s2cid=31417515 }}</ref> Antecedent strategies are supported by empirical evidence to operate implicitly within classroom environments. Antecedent-based interventions are supported by research to be preventative, and to produce immediate reductions in problem behaviors.<ref name=Kern />