The ABCs of Behavior

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
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

The A in the ABCs stands for Antecedent - a preceding event, condition, or cause. Antecedents are things that happen before a child’s behavior and may even set off or trigger the behavior. Antecedents include things such as:
  • 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 Idaho (ID)

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.

Authors & Reviewers

Initial publication: September 2014; last update/revision: November 2020
Current Authors and Reviewers:
Author: Tina Persels
Authoring history
2014: first version: Tina PerselsA; Shena McAuliffe, MFAR; Gina Pola-MoneyR
AAuthor; CAContributing Author; SASenior Author; RReviewer