When a child behaves in a way that worries us, the natural question is “how do I stop it?” A better first question is “what is it telling me?” Behaviour is communication. The ABC chart is a simple observation tool that helps parents and teachers find the pattern behind it.
What ABC stands for
- A: Antecedent. What happened just before the behaviour? Where was the child, what was going on, and who was nearby?
- B: Behaviour. What exactly did the child do, and for how long? Describe it so that someone else could picture it.
- C: Consequence. What happened straight afterwards? How did adults and other children react? Did the child get something, or avoid something?
Some schools add a fourth question: what might the child have been trying to communicate?
How to fill one in
- Use a simple table, or a notebook, with columns for date and time, activity, antecedent, behaviour and consequence.
- Write it soon after the event, while you remember it clearly.
- Be specific and neutral. “Threw the book on the floor and put his head on the desk” is more useful than “was rude”.
- Collect several entries over a week or two before you draw any conclusions.
- Share it between home and school. Parents and teachers often see different parts of the picture.
An example
Time and activity: mid-morning, written work.
Antecedent: the teacher asked the class to write a paragraph; the room was noisy.
Behaviour: the child pushed his notebook away and put his head down.
Consequence: the teacher moved on to help others; the task was not finished.
What might it mean? The task may have felt too hard, or the noise too much. Avoiding it worked, for now.
Looking for patterns
- When does it happen most: a time of day, a lesson, a transition?
- Where, and with whom?
- What does the behaviour achieve for the child: attention, a break, an object, or relief from noise or demand?
- Is the child trying to avoid or escape something?
- Could pain, tiredness, hunger or sensory overload be involved?
Making a plan
- Change what comes before. Adjust the task, the seating, the noise level or the schedule so that the trigger is less likely.
- Teach a better way to say it. Give the child a word, a sign, a card or a break signal, so that they can ask for what they need.
- Change what comes after. Make sure the new way works better for the child than the old one.
- Tell everyone. The plan works when everyone who cares for the child uses it.
- Review. Keep recording, and check whether things are changing.
A word of caution
An ABC chart is an informal tool. If behaviour is dangerous, very frequent or not improving, ask for help from a psychologist or behaviour specialist. For related guides, see meltdowns and shutdowns and daily report cards.
Sources
- Spurgeon’s, ABC chart: how to use it.
- Worcestershire County Council, ABC chart behaviour support (the added question about communication).
- Twinkl, What is an ABC behaviour chart?
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.