Behavior Intervention and Support Module:
Using the ABC Model to Promote Behavior Change

Lou Denti, Ph.D.
Special Education Program
California State University, Monterey Bay

~ Module 3, Session 3 ~
Lecture Notes

Introduction

Changing to a positive focus in the classroom requires a new way of thinking about student behavior. As pointed out in Session 1, teacher attitudes set the tone for a more positive and caring learning environment. Students with behavioral challenges are adept at pushing peer and teacher buttons, thus requiring educators to anticipate problems before they escalate into serious rule infractions or personal attacks. The ABC model challenges educators to analyze antecedents that may cause undesirable behavior, pinpoint the exact behavior, and then apply an appropriate consequence.

It’s As Simple As ABC: (Antecedent—Behavior—Consequences)

Antecedents:

Antecedents are preceding occurrences, causes, or events. When educators attend to antecedents, they can offset behavioral problems while, at the same time, teach appropriate or expected behavior. Simply put, educators must “anticipate and remove the potential problem” or notice that “the yellow light always goes on before the red light,” signaling that something dangerous or problematic will most likely occur.

Educators should be cognizant of the following:

• Most behavior problems can be averted if teachers anticipate and then remove the problem situation. For example, if a male student in a community school tends to make derogatory comments to female students, do not seat the student next to females. This averts a confrontation between the two students. Also, begin a social skills program that emphasizes communication skills between adolescent boys and girls to offset negative interactions.
• See the “yellow light.” Students will always send a signal that behavior problems are imminent. Your job is to notice the light, then take immediate action and remove the potential problem.
• Obtain student commitment to positive behavior through contracts between student and teacher, student petitions to work on relevant skills, and student committees. These agreements help students learn to take responsibility for their behavior, reducing the need to apply consequences for inappropriate behavior.
• Constantly monitor of student progress through guided practice, feedback, and student input. The best educators manage behavior by walking about the classroom, using proximity control to leverage appropriate behavior through positive reinforcement.
• Make yourself available to talk with students about issues that are bothering them. Students who are in alternative education settings require ongoing dialogue about appropriate behavior.

WW-N-WW

Remember, the yellow light always goes off before the red, so make a mental note using the following W-W-N-W-W mnemonic. Write it down if at all possible. Once you can visualize clearly what is happening you can begin to anticipate and remove the problem.

• Who is present?
• What is each person doing?
• Note any precursors.
• What activity is occurring at the time?
• When and where is the activity occurring?

Antecedent Triggers

As an educator, it helps to be aware of what could potentially “set a student off”. The classroom environment and the way a teacher instructs can be definite triggers for problem behavior as can be the way a teacher instructs. Teachers must be cognizant of physiological factors that can trigger unwanted behavior.

Classroom Level Triggers

• noise level;
• uncomfortable temperature;
• over or under stimulating;
• poor seating arrangement;
• frequent disruptions;
• distracting or aversive interactions going on around the student;
• overly anxious teacher.

Curriculum and Instruction Triggers

• few opportunities for making choices;
• lack of predictability in the schedule;
• lack of individual schedule when needed by the student;
• inadequate level of assistance provided to the student;
• manner in which instructions/interactions are delivered;
• degree of teacher proximity and attention, excessive or not enough;
• unclear directions provided for activity completion;
• few opportunities for the student to communicate;
• activities that are too difficult;
• activities that take a long time to complete;
• activities that the student dislikes;
• activities for which the completion criteria is unclear;
• activities that might not be perceived as being relevant or useful by the student.

Physiological Triggers

• sickness/allergies;
• side effects of medication;
• fatigue;
• hunger or thirst;
• increased arousal due to a fight, missing the bus, a disruptive routine;
• bodily functions-bathroom, hand washing;
• anxiety.

Adapted from Diana Browning Wright, Behavior Discipline Training

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Behavior:

Behavior is the action or reaction of a person in response to external or internal stimuli. Simply put: it’s the do, doing, done part, or the B in the ABC model. Students with intense social and emotional needs often broad-side us with their negative behaviors. Our job as professionals is to “call it as we see it” or to be objective, clear, and as direct as possible to de-escalate the situation and avoid additional problems. When dealing with a behavior issue, it is imperative to know who did what and what happened? Use the following three steps when dealing with a behavioral challenge:

• Be exact: State exactly what the student did in behavioral terms.
  • General statement: You disrespected her.
  • Specific statement: John, you tripped Marie by sticking your foot out in the aisle when she walked past your desk.
• Give voice and set limits: Set parameters for students to discuss the behavior. For example, students must start with an “I” statement. They must state their side of the story in 20 seconds or less (specified time limit), and they must have an immediate solution or proffer one within the hour. You may want the student to fill out a simple form that you design before talking with you. Make sure the form includes: 1) what happened, 2) how the student responded (e.g., yelled, hit, cursed, walked away), and 3) how he/she attempted to resolve the issue or conflict. Ask the student to refer to the form when discussing the matter. By referring to the form it gives the student a voice in the matter and allows both parties to remain somewhat objective.
• Drive for a workable solution: The professional and the student must develop a clear and immediate action plan, and, if warranted, decide on or apply an appropriate consequence.

Driving for Compliance:

When dealing with the immediacy of a behavior challenge work to get compliance by using Goldstein’s “Ten Variables that Affect Compliance.”

1. Stop Using a Question Format—make a direct request, e.g., “Stop teasing, now!”
2. Reduce Distance—make your request up close and personal, about 1 foot or a desk distance.
3. Achieve Eye Contact—it is better to look into the student’s eyes or ask the child to look into your eyes than to not make eye contact.
4. Limit to Two Requests—it is better to give the same request only twice rather rthan several times. Wait a few moments in between each request.
5. Reduce Loudness of the Request—Use a soft yet firm voice tone
6. Give the Student Time—give the student three to five seconds to respond. Do not converse with the student. Wait for the response.
7. Give More Start Requests than Stop Requests—positive requests (e.g., “Please start your math assignment.”) versus negative requests (e.g., “Please stop arguing with me.”).
8. Make Non-Emotional instead of Emotional Requests—emotional responses decrease compliance and make the situation worse, i.e., name calling, yelling.
9. Use Descriptive Requests—requests that are positive and descriptive are better than ambiguous or global requests (e.g., “Please sit at your desk, with your feet on the floor, hands on your desk, and look at me” is better than “pay attention.”
10. Consistently Reinforce Compliance—if you want compliance, genuinely reinforce it.

(Adapted from Goldstein, S. (1995). Understanding and managing children's classroom behavior. New York: Wiley & Sons.)

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Consequences:

A consequence is something that naturally or logically follows from an action or behavior. Too often, teachers apply negative consequences prior to gaining a full understanding of the misdeed or inappropriate behavior. There is a tendency to “rush to judgment” applying negative consequences instead of teaching appropriate behavior or noticing antecedents that may cause disruptive behaviors.

Consequences:

What happens immediately after the targeted behavior(s) occurs.

Is the consequence related to the infraction? “Relate it, don’t bait it.”

Is the consequence reasonable? “Make the time fit the crime.”

Is the consequence respectful? “Firmness with dignity and respect.”

Keys to success:

• Reward appropriate behavior.
• Determine antecedents that can cause inappropriate behavior, i.e., task length, task difficulty, and lining up.
• Intervene at the first sign of inappropriate behavior.
• Always model appropriate behavior.

Copyright©2004, San José State University