The ABCs of Behavior
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Unless we know how learning happens, we will not be prepared to deal with
problematic behaviors, or most importantly, to prepare and prevent problem behaviors
from occurring. What is the actual cause for the behavior? If you know something
about why the problem behavior happens, you'll have an easier time resolving it.
This page aims to help parents understand children’s behavior and how behaviors can
be changed.
The A-B-C Order of Behavior
A: Antecedent
B: Behavior
C: Consequences
B: Behavior
C: Consequences
The A-B-C plan will help you identify ABCs of behavior problems,
understand the triggers for behavior problems, become familiar with tools to deal
with difficult behaviors, and help you find solutions to behavior problems. These
tools will not change behaviors overnight because behavior is quite complex and
sometimes our own behavior needs to change just as much as our children’s, which can
make behavioral improvement harder to achieve.
Antecedent
- Time of day
- Environment
- How much sleep the child has had
- How the child feels physically and emotionally
- Directions or demands placed on the child
- Certain events such as a toy being taken away or being told “no”
- The sight of an item the child wants, like a cookie or a video game
- Tasks the child is asked to do or take part in
Behavior
The B in the ABCs is the observable and measurable
Behavior. It is something you can see, and you can also see
how long it lasts. When children have not yet learned ways to behave and ask for
what they need, these skills must be taught. Problem behavior may include:
- Tantrums
- Screaming
- Refusal
- Self-injury
- Hitting, biting, scratching, hair pulling
- Running away
- Throwing objects
- Leaving the table during meals
- Grabbing things from others
- Spitting
Behavior problems are often a result of the child not knowing an
appropriate alternative, or not yet being skilled enough to know how to behave
differently. Children may not learn these new behaviors by chance, but they can
learn, practice, and develop them over time. A well-organized plan for teaching
appropriate alternative behaviors is helpful. Remember that appropriate behavior
must be taught, practiced across different settings, and reinforced. A system of
teaching, practicing, and praising good behavior results in good things that are
meaningful to the child.
Behavior is not always a problem; it can also be appropriate
and can include such things as:
- Eye contact
- Using words or gestures to get objects or to get attention
- Waiting quietly
- Using toys and objects “nicely”
- Sharing with others
- Following directions
Don’t get caught up on problem behaviors. While it is important to help
your children work to overcome problem behaviors, don’t overlook the many things
that your child does well. Think about the times that your child uses words, symbols
or gestures appropriately, gets along with siblings, waits patiently, or follows
directions. Praise can be very rewarding for them, and a great tool for teaching the
benefits of good behavior.
Functions of Behavior
From the way the child sees it, their behavior has a function and
purpose. Think about what your child is expecting as a result of their behavior.
What goal does this behavior help them accomplish? What are some other factors
that may be the reason for their behavior? Be sure to look at what the child
gets for appropriate behavior as well. When behavior is reinforced with what
they are trying to get or avoid, they are likely to repeat this behavior because
it is working for them.
What does a behavior help your child get?
- Food, drink, candy
- Objects, toys, activities
- Attention (positive or negative), affection
- Sensory input or stimulation, excitement
- Being able to do what they want
What does a behavior help your child avoid or escape?
- Food
- Activities
- People, interactions, attention, scolding
- Requests, demands, tasks, chores
- Sensory input or stimulation
- Stress
- Pain
Removing the Function of Problem Behavior
The next step is to look at removing the function of the behavior.
If your child’s needs are met in another way, or the thing he is trying to
avoid is taken away, that may decrease or stop the behavior. The behavior
may not stop immediately, but with repetition it can eventually be
eliminated
- Implement "Extinction" with the “reinforcer,” or payoff the child is using problem behavior to get. “Extinction” means eliminating problem behaviors by refusing to grant your child what she wants when she behaves problematically, and teaching her a new, desirable behavior that will result in the payoff she seeks.
- If the problem behavior no longer results in getting that “function” or purpose met, the problem behavior should decrease or stop.
- Extinction burst - Behavior can get worse before it gets better because the child used to get that reinforcer by using problem behavior.
To address “extinction burst,” you have to be sure that when the
child behaves in a problematic way, you do not allow a reinforcement or
"payoff" to happen. It is very important to teach an appropriate replacement
behavior at the same time, or the child may not know what to do. Simply “not
doing” the problematic behavior will not help your child. The new behavior
must get the payoff, while the problem behavior does not result in the
payoff. Remember, the new behavior will probably need support until the
child understands. Make the new behavior “easy” for your child to do,
otherwise, he/she will resort back to the problem behavior, or find the new
behavior to be too much effort.
There are some behaviors you cannot or should not ignore
If a child could be a harm to himself or others, or if it is just
too overwhelming, you may want to work on the behaviors you know you can
have success with first.
- Start “extinction” with easier behaviors first.
- Be realistic about your resources and ability to “ignore” problem behaviors.
- Start with behaviors and situations that are most likely to end in success for you and your child.
Is it possible for you to “ignore” or your child’s behavior or
withhold a particular consequence when your child performs the behavior?
What do you think might happen if you ignore a particular
behavior?
Consequences
The C in the ABCs stands for
Consequences.
- Consequences increase or maintain a behavior are called “reinforcers” (payoff)
- You want to increase and maintain appropriate behavior, so you must “reinforce” it
Discovering Reinforcers
Make a list of reinforcers for your child. What does your child like
- to do?
- to eat?
- to look at?
- to play with?
- to do when he is alone?
- to do with you?
This list provides you with possible effective reinforcers that will
reward your child for positive or appropriate behaviors.
Delivery of Reinforcement
Always provide reinforcement for appropriate behavior. To make
reinforcement more effective:
- Reinforcement should quickly follow the appropriate behavior
- Be enthusiastic as you give the reinforcement
- Describe to your child what he did to earn the reinforcement
- Have several items or payoffs to use so that your child doesn’t get tired or bored of any one thing
- Offer choices to your child
Teaching Better Choices
Often a child doesn’t know what to do or how to respond more
appropriately. When this is the case, we must teach the child a new behavior.
Arrange consequences so that the payoff for your child to behave appropriately is
more powerful (or at least competes) with the payoff for problem behavior.
- With your child’s goal or function in mind, what should she do instead of engaging in the problem behavior?
- How will your child learn to use this new behavior rather than the problem behavior?
- Does the payoff of the “better choice” compete successfully with that of the problem behavior?
Setting Your Child Up for Success
You might wonder what you should start with. Be selective, and start with
those things (or that one thing) that really impacts your family or presents a
danger to your child or to others. But remember to be realistic. It may not be easy
as you attempt to change your child’s behavior, and it will take time. Begin with a
behavior your child can successfully learn. Look at ways you can avoid known
antecedents to undesirable behavior:
Look at ways you can avoid known antecedents to undesirable behavior:
- Provide routine: many children feel confident with a scheduled routine
- Think about sensory issues: find family activities and times that are free of confusion, loud noises, and bright lights
- Identify your child’s communication skills: how can your child communicate wants, needs, desires, and preferences in a manner that you can understand? (other than through problem behavior)
- Offer choices to your child
- Praise appropriate behavior
Setting Yourself Up for Success
- Set realistic targets
- Prevent problem behaviors when possible
- Use powerful reinforcers
- Eliminate reinforcers for problem behavior
- Develop a log of what you have tried and what has worked
Resources
Services for Patients & Families in Nevada (NV)
| Service Categories | # of providers* in: | NV | NW | Other states (4) (show) | | NM | OH | RI | UT |
|---|---|---|---|---|---|---|---|---|---|
| Applied Behavior Analysis (ABA) | 9 | 2 | 12 | 2 | 27 | 48 | |||
| Autism Programs | 2 | 5 | 3 | 58 | |||||
| Special Education/Schools | 9 | 3 | 82 | 4 | 40 | 44 | |||
For services not listed above, browse our Services categories or search our database.
* number of provider listings may vary by how states categorize services, whether providers are listed by organization or individual, how services are organized in the state, and other factors; Nationwide (NW) providers are generally limited to web-based services, provider locator services, and organizations that serve children from across the nation.