Behavior can be very frustrating for parents and teachers because consequences work one time and not another. When punishment and consequences do not work, caregivers can be at a loss for how to take action to regain control. The reason consequences work one time and not another, though, is because each behavior has a different cause, or antecedent, maintaining it. Taking effective action against a behavior means accurately identifying the antecedent.
ABC Data Collection
Antecedents are events, actions, or feelings that cause a person to react to it. Not all behaviors need to be analyzed formally because they are fairly easy to figure out. However, when the child does not respond to typical consequences or the behavior is just harder to figure out, then the antecedent needs to be evaluated more formally.
Antecedent-behavior-consequence, or ABC, data collection is part of a functional behavioral assessment that looks at why a behavior is happening and what will effectively change the behavior. Trying to change behavior without looking at why it is occurring is like trying to hit a target with a blindfold on. The intervention or consequence may or may not work.
Identifying Behavioral Antecedents
Some antecedents are more obvious and can be easily seen and identified. If a child starts acting out every time they are around a certain person at a specific place, it might be fairly obvious. Other more obvious antecedents could be redirection or request by an adult, having or not having a preferred item, or being in front of an audience.
Less observable antecedents are not typically actions that can be seen. A feeling such as fear of something, embarrassment, aches or pains, desire, or even a need for control can trigger behaviors. Additionally, the time of day, being tired, a need for change, seeking attention, or even the structure of the setting can be a trigger for behaviors.
Noting all antecedents, or variables surrounding a behavior, is extremely important. Data should include the time of day, what happened beforehand, people present, the mood of the person exhibiting the behavior, and so forth. Identifying the correct antecedent depends on considering every variable.
Identifying Which Antecedent Is Maintaining a Behavior
The first step in identifying an antecedent should always be to talk to the child or student exhibiting the behavior that needs to be changed. Many times, they will be forthright about why they are acting as they do. The second step is to talk to other caregivers and compare notes. Comparing notes across settings and with different observers can yield very good information.
When trying to determine the correct behavioral antecedent from among multiple possibilities, it is important to note that it may not necessarily be the more obvious one. For example, a child may misbehave every time they go somewhere but the antecedent may actually be that they had to leave what they were doing to go there. A child with autism may get upset every time they go to a store but the real trigger, may be the fluorescent lighting.
Behavioral Antecedents
Changing a child’s behavior with effective consequences can sometimes be a struggle. However, all behavioral are maintained by an antecedent, or trigger. Knowing how to appropriately identify a behavioral antecedent as part of a food functional behavior assessment is essential. Correct identification of behavioral antecedents can lead to effective behavioral interventions.
References:
Alberto, Paul & Troutman, Anne. Applied Behavior Analysis for Teachers, Eighth Edition. Ohio: Prentice Hall, 2008.
Deborah O'Banion - Having published hundreds of articles, Deborah O'Banion is a prolific writer on topics related to psychology, education and parenting. She ...
