ABC: Antecedent, Behavior, Consequence

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The following three steps – the “A-B-Cs” – help us teach and understand behavior: An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling). A resulting behavior: this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else. A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses. Looking at A-B-Cs helps us understand: Why a behavior may be happening How different consequences could affect whether the behavior is likely to happen again EXAMPLE: Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day. Behavior: The student yells “no!” Consequence: The teacher removes the toys and says “Okay, toys are all done.” How could ABA help the student learn a more appropriate behavior in this situation? Antecedent: The teacher says “time to clean up” at the end of the day. Behavior: The student is reminded to ask, “Can I have 5 more minutes?” Consequence: The teacher says, “Of course you can have 5 more minutes!” With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to satisfy the child’s needs!

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