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ABC Charts

Antecedent-Behaviour-Consequences

If a child’s behaviour is confusing or concerning, it can be helpful to gather information over time, so that you can better understand the behaviour and spot any patterns.

The antecedent - behaviour - consequence (ABC) chart is a direct observation tool that provides information about what is happening in the child’s environment. It helps to:

  • collect information on what is causing the behaviour (what happens before the behaviour starts?);
  • gain a clear understanding of the behaviour itself (what actually happens?); and
  • identify anything which is maintaining the behaviour (how is the behaviour responded to and what happens afterwards?).

Specifically, the ABC looks at:

  • “A” antecedent, or the event or activity that happens immediately before a problem behaviour.
  • “B” behaviour, what behaviours the child specifically shows at that time.
  • “C” consequence, of the event that immediately follows the problem behaviour.

Keeping it simple. Use the form below to collect data. This should not take a lot of time; the shorter and clearer it is, the easier it will be to spot patterns.

Build up evidence. By building up evidence over several observations, patterns in the behaviours that are happening start to appear. Depending on the individual child, five to ten ABC charts may be a good place to start.

Identifying patterns. Once charts are completed, identify patterns across the ABC charts to give a clear understanding of the behaviours and think about effective solutions.

Developing solutions

Antecedent

What are the triggers for a behaviour happening?

  • Think about short and long-term triggers.
  • Think about exceptions – when does this antecedent/trigger not create the behaviour?
  • How can we use this information to help the child?
  • How can we remove the antecedent/trigger?
  • If we cannot remove the trigger, can we help the child to feel more comfortable with it?
  • Is there something this antecedent/trigger tells us about the child (e.g. limited language leading to frustration and ‘hitting out’; not wanting to try something which may indicate low self-esteem)?

Consequences

Consequences can be pleasant or unpleasant. A pleasant consequence will encourage the behaviour and increase the chance that it happens again (e.g. “When I scream, everyone gives me what I want”) while a negative consequence will discourage behaviour (e.g. “When I shout, everyone ignores me”.) Creating effective responses can bring about positive change.

  • Can we remove any pleasant/positive consequences of the inappropriate behaviour?
  • Can we provide a pleasant/positive consequence for a positive behaviour?
  • Can we respond differently to de-escalate the behaviour (e.g. calm voice, distract or re-direct the child to another activity, teach an alternative behaviour).

Behaviour

  • Describe very factually what happens.
  • How could the child react differently when feeling this way or in this situation?
  • When we have planned out how we would like the child to react, it is particularly important that these alternative behaviours are practised/role-played. Doing so will increase confident, help them to learn these new skills and increase the chances of these positive behaviours being used in the future.
  • Make sure the child is provided with lots of supported opportunities for success and praise!

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