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.

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.

• 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

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

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

Delivery of Reinforcement

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?

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

• 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