1. Do you know your ABC’s? In behavioral terminology ABC’s is an acronym for Antecedent-Behavior-Consequence

2. Why do we need to know our ABC’s? Knowing and understanding the relationship between the Knowing and understanding the relationship between the Antecedent-Behavior-Consequence contingency allows us to: Antecedent-Behavior-Consequence contingency allows us to: 1. Observe behaviors as they occur and determine what specifically “triggers” a behavior, and, what “maintains” that behavior. “triggers” a behavior, and, what “maintains” that behavior. 2. Knowledge of the Antecedent-Behavior-Consequence relationship provides us with information that can be used to reduce or eliminate problem behaviors by intervening before reduce or eliminate problem behaviors by intervening before or after they occur. or after they occur.

3. What are Antecedents? Antecedents are anything in a person’s internal or external environment that trigger a behavior. Antecedents are anything in a person’s internal or external environment that trigger a behavior. Examples: Examples: The alarm clock ringing is an antecedent for waking up. The alarm clock ringing is an antecedent for waking up. Hunger pangs in our stomach are typically an antecedent for searching for food. Hunger pangs in our stomach are typically an antecedent for searching for food. Raindrops falling on us are typically an antecedent for opening our umbrella, or quickly seeking out a drier location. Raindrops falling on us are typically an antecedent for opening our umbrella, or quickly seeking out a drier location. A dry mouth is typically an antecedent for finding something cold to drink. A dry mouth is typically an antecedent for finding something cold to drink.

4. What is Behavior? The most simple definition of behavior is: The most simple definition of behavior is: “The actions or reactions of a person or animal in “The actions or reactions of a person or animal in response to internal or external stimuli”. response to internal or external stimuli”. Simply put, everything we do, from the moment we Simply put, everything we do, from the moment we arise in the morning, until the moment we retire at arise in the morning, until the moment we retire at night is considered “behavior”. night is considered “behavior”.

5. What are Consequences? Consequences are actions or events that directly follow the occurrence of a behavior. Consequences either increase or decrease the probability that the behavior they follow will occur again in the future. Consequences are actions or events that directly follow the occurrence of a behavior. Consequences either increase or decrease the probability that the behavior they follow will occur again in the future.

6. What are consequences? Examples: A student completes an assignment and the teacher praises the student and gives her a sticker. The praise and sticker are a consequence for task completion, and increase the probability the student will complete additional assignments in the future. A student completes an assignment and the teacher praises the student and gives her a sticker. The praise and sticker are a consequence for task completion, and increase the probability the student will complete additional assignments in the future. A student fails to complete their daily assignments, and the teacher takes away the students free-time privileges. Taking away free-time A student fails to complete their daily assignments, and the teacher takes away the students free-time privileges. Taking away free-time privileges is the consequence for not completing assignments. The privileges is the consequence for not completing assignments. The consequence is meant to increase the probability the student will complete classroom assignments in the future. consequence is meant to increase the probability the student will complete classroom assignments in the future.

7. What are Consequences? Examples: A child sees a candy bar in the store and asks his Mother if she might A child sees a candy bar in the store and asks his Mother if she might purchase one. Mother says “No”. The child begins to cry and tantrum. purchase one. Mother says “No”. The child begins to cry and tantrum. Mother tries to ignore, but after 5 minutes gives in and buys the child a Mother tries to ignore, but after 5 minutes gives in and buys the child a candy bar. Receiving the candy bar was a consequence for the child’s candy bar. Receiving the candy bar was a consequence for the child’s behavior, and increases the probability that in a similar situation in the behavior, and increases the probability that in a similar situation in the future the child will tantrum. future the child will tantrum. Ms. Johnson daughter Shelly returned home two hours past her Ms. Johnson daughter Shelly returned home two hours past her curfew. In response, Ms. Johnson takes away Shelly’s car and phone curfew. In response, Ms. Johnson takes away Shelly’s car and phone privileges for a week. Taking away privileges is the consequence for privileges for a week. Taking away privileges is the consequence for breaking curfew, and increases the probability that Shelly will be home breaking curfew, and increases the probability that Shelly will be home on time in the future. on time in the future.

8. ABC’s What the Antecedent-Behavior-Consequence relationship shows us, is that human behavior is in fact highly predictable, even though it may not always appear to be. By understanding the ABC relationship, and honing our skills as keen observers of behavior, we can begin to use our knowledge and skills to address common classroom behavior problems before they become critical.

9. Utilizing an ABC Analysis Addressing ongoing problem behaviors in the school setting typically begins with observation and some simple data collection. An ABC Analysis Form is frequently used. An ABC Analysis involves carefully observing each occurrence of a problem behavior, and documenting the antecedent condition that preceded the behavior, giving a detailed description of the behavior, and the consequence event that followed the behavior. Note: ABC Forms are available on this website, and are also available in abundance on the internet.

10. Utilizing an ABC Analysis The main purpose of repeated observations is to look for predictable patterns in a students behavior. Once a predictable pattern begins to emerge in our data, we can begin brainstorming ways to intervene.

11. Using you ABC’s to ACT Once you have determined the antecedents that trigger a problem behavior, and the consequences that appear to maintain the behavior you can ACT. Based upon the ABC model there are only two possible options with regard to intervening with problem behaviors: Intervene Before the behavior occurs, or intervene After the behavior occurs.

12. Using your ABC’s to ACT Intervening before a behavior occurs is referred to as “Antecedent Manipulation”. If we can determine through an ABC Analysis what specific things, events, conditions tend to “trigger” problem behavior we can change the environment in ways that will prevent the problem behavior from occurring. This is the simplest, most effective, and least time consuming method for addressing problem behavior.

13. Using your ABC’s to ACT Examples: An ABC Analysis indicates that Jimmy typically shoves his work off onto the floor, curses, and overturns his desk during math seatwork time. Clearly, math seat-work is an antecedent for Jimmy to act out. By altering the environment though curriculum modifications, extra assistance, slicing back on the quantity of and difficulty level of the task, we can significantly reduce the probability that Jimmy will continue to act out.

14. Using your ABC’s to ACT The second manner in which we can address problem behavior is to intervene after the behavior occurs. This is referred to as Consequence Interventions. You may remember that consequences are what maintains problem behaviors, and this is what we must change. Consequence Interventions are more difficult to implement, as they typically require changing our own, or someone else’s response to a problem behavior.

15. Using your ABC’s to ACT Example: Tommy frequently “calls out” in class. Despite the fact that Ms. Johnson has a classroom rule stating “No calling out. Raise your hand”. She often finds herself calling on Tommy despite his behavior (he’s quite persistent). By doing so Ms. Johnson is providing Tommy a consequence that results in unnecessary attention, and perpetuates his calling out. Ms. Johnson decides that in the future when Tommy calls out, she will simply ignore him completely (new consequence), and only call upon him when he raises his hand. His calling out behavior stops.

16. Using your ABC’s to ACT Example: Billy has developed a habit of cutting up and telling inappropriate jokes during class time, which is causing the students to laugh, and to be off- task during instruction. A consequence that gives Billy much attention and perpetuates his behavior. His teacher decides to reward the students with a special treat (one that Billy would really enjoy) each time Billy acts out and they ignore him completely (new consequence). Soon Billy sees others getting something he wants and his acting out stops.

17. Using you ABC’s Now that you know your ABC’s, I encourage you to put this knowledge to work for you in your classrooms. Your ABC’s will be an invaluable tool in creating a climate of good behavior in your classroom, and a method for addressing problem behaviors as they arise.