The ABC of Behaviour

The ABC of Behaviour

This is a useful way of thinking about why a child is behaving in a certain way. It starts with the premise that the majority of behaviour is rational. It is optimistic – if a behaviour has been learned, it can be unlearned. The ABC model suggests that behaviour can be understood in terms of:

A Antecedents:

• What happened immediately before the misbehaviour, the events that led up to it.
• What was the provocation, who did or said, or did not say, what.
• What was the setting for the behaviour? Is it always at the same activity, with the same child, or children?
• Does it always happen at certain times of the day or on the same day of the week? (Does it happen regularly on a Monday after weekend visits with an estranged parent?)

B Behaviour:

• What precisely did the child do?

C Consequences:

• What happened as a result of the behaviour?
• How was the problem dealt with?
• What did the others do?
• How did they react?

Remember that the consequences might be reinforcing the undesirable behaviour, for example, gaining adults attention, peer approval, avoiding disliked activity.

The main question to ask is ‘what is the child getting out of behaving like this?’

Teaching incompatible skills

This should be the first strategy to consider when attempting to manage challenging behaviour. The most effective, and least restrictive way of dealing with any kind of disruptive behaviour is attempting to increase the frequency of any activity that is in opposition to the problem behaviour.

Problem behaviour New skills to be taught and rewarded

Snatching things Making appropriate requests

Pushing other children Playing a game with one or two children

Slamming doors Shutting doors quietly

REMEMBER – Whatever strategies you use to manage inappropriate behaviour you must be consistent in your approach.

Useful Strategies for Managing Disruptive Behaviour

Often there is no need to use complicated, time consuming or very intensive methods to change unwanted behaviour. It is usually possible to use one of the following strategies or combine several to successfully manage a particular problem behaviour.

REMEMBER – that a simple response to the problem is often the most appropriate.

Changing Antecedents

Pre-empt the problem situation

If you see a difficult situation arising distract the child on to another and more desirable activity. It is worthwhile keeping one or two of these alternative activities up your sleeve for possible fraught occasions.

Give clear and simple rules

Where possible not only say what the rule is but also explain it and show the child how to behave.

Give an early warning

If you are about to ask the child to change activities from a particularly enjoyable on to a less enjoyable one, giving an early warning can often prevent a heated reaction to your request.

Exchange ‘bad news’ for ‘good news’

Pair less enjoyable activities with ones that you know the child likes.

Remove temptation

Anticipate and remove objects which may cause a problem, including any activities on a temporary basis

Change the setting

Sometimes re-arranging the furniture, placing activities on a table rather than the floor. Involve the child with adult direction.

Introduce a secret prompt

If you and the child can agree beforehand a secret signal which acts as a gentle prompt or reminder about his or her behaviour, this may well prevent a possible uncontrolled situation.

Changing consequences

• Ignore unwanted behaviour, praise expected behaviour (selective attention). This can be a fairly difficult strategy but can be very effective if you persist. Obviously it is not appropriate if the child is indulging in any kind of dangerous behaviour, either to him/herself or others.

• Catch the child being ‘good’. This is easy and very effective, for example, a compliment like ‘nice to see you two playing so well.’ This is very positive and far more effective than only giving attention when something goes wrong.

• Restitution. This strategy has a certain natural justice. Restitution involves the child making good the damage that is done, for example, spilt liquids may be wiped up. Be aware that this strategy may bring rewards, ie. Your attention This needs to be handled carefully.

Distraction techniques are very powerful, this involves distracting the child’s attention from the situation.

Changing behaviour

Step 1 Define the behaviour by careful objective observations.

Step 2 Decide what behaviour you want to change. Work on changing one or two areas at a time based on something that happens frequently and is easy to influence.

Step 3 Check that no changes are needed to A or C which might prevent the behaviour from occurring.

Step 4 Make a plan, which identify the small steps to be taken to effect change, include rules. Praise and reward positive behaviour, ignore where possible any negative behaviours.

Step 5 Evaluate your plan. If it is not working, why not? What changes need to be made?

Remember behaviour often gets worse before it improves, be patient!

A B C Observation

Name: / Date of Birth:
Setting:

Date/day and time

/

Where did it happen

/ What happened just before? (A) / What did ……… do? (B) / What did you do (C) / What happened as a result of YOUR ACTION /

Staff

Initial

Staff response:

Parent’s response:

Notes for feedback:

Behaviour Observation

Name:
Behaviour to be observed:
Areas of concern:
Day and time / What did the child do? / What provoked the child? / Where did it happen and with whom? / What action did you take? / What was the result of your action? (Add your initials)

Behaviour Frequency Record

Use Tally marks to record each the specified behaviour occurs

Name : Date of Birth:
Date Started: Completed by:
Date Completed
Specific behaviours to be observed:
Total Number of times behaviour observed / Time:
Activity: / Time:
Activity: / Time:
Activity: / Time:
Activity: / Time:
Activity: / Time:
Activity: / Time:
Activity: / Time:
Activity:
Monday
Date:
Tuesday
Date
Wednesday
Date
Thursday
Date
Friday
Date

Guidelines for Encouraging Positive Behaviour

Provide opportunities for children to make choices; the ability to make choices is a skill. Having opportunities to make choices develops these skills and gives young children a sense of control. Where there is not choice explain at the child’s level – why.

Praise and reward positive, expected behaviour – do not take it for granted; remember that effort is as important as achievement and needs recognition.

Provide clear, consistent rules and boundaries, inconsistencies gives confusing messages. Involve children in drawing up the rules, they are more likely to take ownership of them. Display the rules prominently, in a format that is appropriate for the children to understand. Pictures/photos are better accompanied by print.

Ignore inappropriate behaviour whenever possible; giving attention at these times can be a reward in itself. Where there are safety issues, to the child, other children, adults or property, intervention should be brief and language kept to a minimum.

State clearly and simply the consequences of continued behaviour; be prepared to enforce these consequences if necessary.

Use positive language; ‘good walking’ rather than ‘don’t run,’ ‘good listening, waiting, sharing, etc.’ Positive messages promote positive behaviour and self esteem essential to learning. Be clear, name the behaviour you expect to see.

Model positive behaviour; children learn by imitation.

Actively teach strategies for resolving difficulties; adult intervention does not give children the skills that are necessary for problem solving and resolving conflict themselves.

Verbally acknowledge children’s feelings of frustration, anger, happiness etc.; young children have strong emotions too and need adults to help them recognise, label, explore and accept those feelings. (Story/circle time is particularly good for encouraging this.)

Provide activities and materials that children can use to ‘play out’ their feelings. Provide children with the language they need to express themselves.

Re-direct; do not confront young children.

Give attention on a one-to-one basis whenever possible; respect and accept each child as an individual.

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