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Introduction

What are the ABCs?

Collecting information about the ABCs

Using the ABCs to make a plan

Supporting positive behaviors

Objective: Participants will be able to identify the antecedent, behavior and consequence while observing behavior and use this information to formulate positive behavior support strategies. (CKC: 1.2, 1.8, 3.4, 4.13) (Foundations: SE2.1, APL4.1)

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Addressing behavior in the classroom using the ABCs of behavior can be an effective way to improve student behavior. In this approach, a teacher begins by examining behavior in relation to what happens right before and right after the behavior. The teacher continues to examine the behavior in more detail,. Once a teacher has reached that point, they can design and implement a plan to address the behavior. This process can be used to deal with all kinds of behavior and provides a proactive approach to behavior management. Taking this step will help you to gain a better understanding of behavior and how to approach behavior management in the future.

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Antecedent
Behavior
Consequence

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An antecedent is something that occurs right before the disruptive behavior occurs.  May also be called a "trigger"

Telling a child "NO!" is obviously a common antecedent

noise level or general business' of the environment

asking child to do something undesirable such as clean up or go to bed.

attentions seeking- if you are talking to someone else and a child comes up and starts interrupting repeatedly or is looking at you and waiting till you are watching.

not having enough toys in the environment or having to many toys that it feels cluttered.

Not having enough space for the children to work or spread out.  (cramped block area or home living)

children feeding off the emotional tone of the adult in the classroom

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Setting Events are factors that occur well before the behavior.  This could be hours or even days.  These behaviors do not have a direct effect on the behavior but may contribute to the situation.  They are important factors to take note of and give some consideration to when trying to  assess the function of a behavior and problem solve.

Examples of these factors could be:

Lack of sleep

Big changes in the home or family such a divorce, death or new baby

Child is sick

Changes to medication

parent traveling or change to work schedule so they are not present as much

Particular time of day such as just before nap or mealtime, right after waking up

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The behavior is what a student does or says.  It can be positive or negative.  It is simply a behavior you want to know more about.

The description of the behavior should be stated in simple terms but be specific rather than generalized.

Good day or bad day are not specific and do not describe any specific behavior.

Difficulty listening is very general, instead specify they are having difficult following two-step instructions when getting ready for meals.

Hitting is very general, instead specify he/she is hitting children with an open hand when they reach to grab a toy while playing with matchbox cars.

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The consequence is something that happens right after a behavior. It may be naturally occurring or how adults and/or peers respond to the behavior.

Did you make the child sit in time out?

did the child go to the office and get out of clearing up?

did the toddler bite the child who was grabbing a toy in their line of site and the child was removed.

Did the adult stop what they were doing a pay attention to the child?

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In order to develop a comprehensive plan to address a child’s behavior, the teacher would need to first collect information about what the child is doing, when he/she is doing it, and how the adults and peers around him/her react to his/her behavior. In other words, they need to collect data on the ABCs. Collecting ABC data can be accomplished by using a teacher-developed data collection sheet.

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Gathering information on the data collection sheet can help you examine behavior in more depth. Seeing the behavior in more depth leads to asking more questions about it, like

1. Hypothesis: Why is the child behaving this way?

2. What would I like the replacement behavior to be?

3. Proactive Solutions: What can I do to address this behavior more effectively and support the replacement behavior?

Answering those three questions are part of the next steps in creating a plan to address the child’s behavior.

If you have recognized the need to be more proactive with a student’s behavior, you are on the right track!  Now it is time to brainstorm some proactive solutions for supporting the positive replacement behavior.

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Relationship Building

What can you the adult do to ensure that healthy relationships are being built with this child?

Social Skill Instruction

What can you do to help the child learn appropriate social skills

Social stories

Modeling

Antecedent based Interventions

Are there proactive interventions you can implement that would help

Reducing noise level

Avoid grouping certain children during areas time

Offering a visual cue

Self-Management Interventions

What do you the teacher need to keep in check with your own emotions, feeling or reactions?

Take a deep breath and not lose my cool

Be better prepared so students are not waiting

Behavior Reduction Techniques

What can be offered or done to reduce the behavior?

Offer sensory breaks

Offer a chew toy

Group Oriented Management System

What will be implemented classroom wide

Giving verbal warning before transitions

Implementing transition cues

Classroom jobs

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https://www.modelteaching.com/education-articles/classroom-management/the-abcs-of-behavior

https://www.naeyc.org/our-work/families/observation-key-to-understanding-your-child

https://www.smarterparenting.com/skills/the-abcs-of-behavior/

https://cdn.vanderbilt.edu/vu-web/lab-wpcontent/sites/96/2020/02/06141842/ABC-Data-Collection.pdf

https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Conduct_an_ABC_Analysis.pdf

https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/

https://www.n2y.com/blog/antecedent-interventions/

https://www.sbsaba.com/7-proactive-strategies-for-dealing-with-problem-behaviors/

https://childrensautism.ca/wp-content/uploads/2018/04/proactive-strategies.pdf

https://www.interventioncentral.org/sites/default/files/workshop_files/NASP_2016/ABC_beh_intvs.pdf

https://sites.google.com/a/lcsd.k12.sc.us/sms_site/behavior-interventions

https://masteraba.com/abc-data/