The ABC model: Antecedent-Behavior-Consequence

Definitions. The ABC model: The three-term contingency of Antecedent-Behavior-

Consequence. An antecedent is something that comes before a behavior, and may trigger
that behavior. A behavior is anything an individual does. Aconsequence is something that
follows the behavior.

Antecedent-Behavior-Consequence (ABC) Chart

How is the Antecedent-Behavior-Consequence (ABC) Chart used?

An ABC Chart is a direct observation tool that can be used to collect information
about the events that are occurring within a student's environment. "A" refers to
the antecedent, or the event or activity that immediately precedes a problem
behavior. The "B" refers to observed behavior, and "C" refers to the consequence,
or the event that immediately follows a response.

For example, a student who is drawing pictures instead of working on his class
assignment may react by cursing or throwing his pencil when his teacher tells him
to finish the task. The teacher may discover verbal requests to work and other
demands are antecedents that trigger problem behavior. Common antecedents
include critical feedback from others, absence of attention, and specific tasks or
activities. The consequence may be that the teacher sends the student to the office
every time he curses and throws his pencil. Over several observation sessions, it
may become clear that the student is engaging in problem behavior to escape from
his class assignment.

An ABC Chart is used to organize information over several observation sessions by

recording the types of behaviors observed and the events that precede and follow
the behavior. Observing and recording ABC data assists the team in forming a
hypothesis statement and gathering evidence that the function maintaining a
problem behavior has been identified.

Click here for an example of a completed ABC Chart.

Click here for a blank ABC Chart.
An ABC Chart can also be used to identify antecedent events that are associated
with the non occurrence of problem behavior. Some intervention strategies involve
modifying a student's environment by introducing antecedents and consequences
that are associated with desirable behavior in other situations. For instance, a
student may raise his hand and participate in class discussions when his teacher
frequently reminds students to raise their hands and provides high levels of positive
attention throughout the class (antecedent events). This teacher provides positive
feedback for hand raising and participation (consequence).
However, in another setting, the teacher does not respond to the student when he
raises his hand and provides low levels of positive attention to the student
throughout the class period (antecedent events). In this class, the student does not
raise his hand, yells his teacher's name out loud when he needs assistance, and
wanders out of his seat, all of which attract the teacher's attention. He or she then
reprimands the student for misbehaving (consequence). Understanding the
antecedent events that are associated with both the occurrence and nonoccurrence
of problem behavior can help you modify the characteristics of a difficult situation.
The antecedent events that trigger positive behaviors can be introduced into
another setting associated with disruptive behavior.

What role does the ABC Chart play in a functional assessment?

The ABC Chart is a direct observation tool that provides information about what is
really happening in the student's environment. The information gathered in the
functional assessment interviews are compared to information from observations
occurring in the environment. Confidence in a hypothesis statement increases when
evidence for the function maintaining a behavior shows up across a number of
functional assessment tools. Direct observation is especially important since it is
less subjective than interview strategies that rely on memory and a person's
perceptions.

What are the advantages and disadvantages of the ABC Chart?

The ABC Chart allows an observer to record descriptive information about a student
in a systematic and organized way. This recording format is easier to use than other
observation forms that collect both scatter plot and ABC data such as the Functional
Assessment Observation Tool included in this module. The data gathered provides a
lot of descriptive information about the student's behavior and the environment.

A major disadvantage for using the ABC Chart is that it can be more difficult to see
patterns quickly, and the data may need to be summarized to look for patterns
related to antecedents and consequences. If a student engages in multiple problem
behaviors, if there are several antecedents events, or if the student's behavior is
being maintained by multiple functions, the ABC Chart may take more time to
summarize compared to the Functional Assessment Observation Tool.

ABC Chart data is only correlational which means the causal relation cannot be
confirmed. Strategies that systematically manipulate environmental antecedents
and consequences, referred to as a functional analysis, are often used in research.
However, in many cases, direct observations that include information about
behavior, environmental events preceding and following the behavior, and time of
occurrence are sufficient to provide confidence in the team's hypothesis statement.

When should the ABC Chart be used?

The ABC Chart is often completed after initial interviews and record reviews are
conducted, but these activities may occur concurrently. Functional assessment
interviews can provide information about when and where observation sessions will
be conducted.

How do you know when you have collected enough observational data?

Each functional assessment is different, just as each student is unique and engages
in different types of behavior. Direct observational data should be collected until the
team members are confident about the function or functions maintaining a
student's behavior. In simple situations, this may occur within 3-5 sessions. In more
complicated cases, direct observation data may be needed across a number of
settings and for longer periods. If your team remains unsure that the hypothesis
statement(s) are accurate, find a professional with a background in applied
behavior analysis or positive behavior support who can assist with the functional
assessment. This professional may recommend different data collection methods or
could assist in conducting a functional analysis.

Where can I find out more about the ABC Chart?

Alberto, P. C., & Troutman, A. C. (1999). Applied behavior analysis for

teachers (5th ed.). Columbus, OH: Merrill.
Bijou, S., Peterson, R. F., & Ault, M. H. (1968). A method to integrate
description and experimental field studies at the level of data and empirical
concepts. Journal of Applied Behavior Analysis, 1, 175-191.
Maag, J. W. (1995). Behavior management: Theoretical implications and
practical applications. Lincoln, NE.
O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., &
Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA:
Brooks.
Additional References

Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support

plans. Washington DC: American Association on Mental Retardation:
Research to Practice Series.
Rehabilitation Research and Training Center Product (1999). Facilitator's
guide on positive behavior support. The Positive Behavioral Support
Project, Department of Child and Family Studies of the Louis de la Parte
Institute of the University of South Florida.

ABC Analysis
Name: George
 Description of behavior(s) of interest: humming loudly, telling an inappropriate joke, putting
head on desk, refusal to participate, throwing books.

Possible
Date Time Antecedent Behavior Consequence
Function
Teacher announces it is Tells Peers laugh,
2/7/99 9:40am time for reading inappropriate class disrupted Escape/Atten.
joke
Teacher calls on George to
2/7/99 9:45am read first Throws book Sent to office Escape

George
Teacher asks George to crouches down George can't see
2/8/99 9:35am pay attention so he can't instruction
Escape
see
Teacher instructs class to George sighs, George doesn't
2/8/99 9:40am move into reading groups puts head on desk join his group
Escape

George's teacher
Teacher asks George to George slams
2/8/99 9:42am move to his reading group his book shut
warns him not to Escape
throw book
George throws
his book and Avoids reading
Teacher says go to your
2/8/99 9:50am group walks out of the Escape
class towards the group
principal's office
Reprinted with permission: Freeman, R. L., Britten, J., McCart, A., Smith, C., Poston, D., Anderson, D., Edmonson,
H., Baker, D., Sailor, W., Guess, D., & Reichle, J. (1999). (Module 2) Functional Assessment [Online]. Lawrence,
KS: Kansas University Affiliated Program, Center for Research on Learning.
Available: uappbs.lsi.ku.edu

Example 1

 Antecedent: Johnny is given a vocational bin and asked to assemble the parts.
 Behavior: Johnny sweeps the bin with all the parts onto the floor.
 Consequence: Johnny is taken to time out and the classroom aide picks up the pieces.
Johnny has avoided the task, so the function of the behavior is avoidance.

Example 2

 Antecedent: The teacher asks a student to come to the board to move a magnetic
marker.
 Behavior: Angelina bangs her head on the tray of her wheelchair.
 Consequence: The teacher goes to Angelina and attempts to redirect and soothe her
with a preferred item (a Pretty Pony doll.) The function of the behavior is attention since
it takes the teacher's attention away from the other child.