Do you know your ABC’s?
In behavioral terminology ABC’s
is an acronym for
Antecedent-Behavior-Consequence
Why do we need to know our
ABC’s?
Knowing and understanding the relationship between the
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.
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
or after they occur.
What are Antecedents?
Antecedents are anything in a person’s internal or external
environment that trigger a behavior.
Examples:
The alarm clock ringing is an antecedent for waking up.
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.
A dry mouth is typically an antecedent for finding something cold to
drink.
What is Behavior?
The most simple definition of behavior is:
“The actions or reactions of a person or animal in
response to internal or external stimuli”.
Simply put, everything we do, from the moment we
arise in the morning, until the moment we retire at
night is considered “behavior”.
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.
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 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
consequence is meant to increase the probability the student will
complete classroom assignments in the future.
What are Consequences?
Examples:
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.
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
behavior, and increases the probability that in a similar situation in the
future the child will tantrum.
Ms. Johnson daughter Shelly returned home two hours past her
curfew. In response, Ms. Johnson takes away Shelly’s car and phone
privileges for a week. Taking away privileges is the consequence for
breaking curfew, and increases the probability that Shelly will be home
on time in the future.
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.
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.
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.
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.
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.
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.
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.
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.
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 offtask 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.
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.