case study examples challenging behaviour

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Challenging Behaviour Case Study

Info: 1335 words (5 pages) Nursing Case Study Published: 11th Feb 2020

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• Giving the client a breather. Walking away is one of the most efficient approach in dealing with aggressive behaviours exhibited by the client. it simply means giving a break for both care provider and the client. coming back after 10-15 minutes and starting with a smile and calm approach may change the outcome of the scenario. It can also reduce the likelihood of another episode of challenging behaviour if properly executed.
• Diverting attention to something else . Rather than answering back sarcastically to Mr. V. carer (1) should have made up something else to talk about such as weather or something that can get his attention diverted from his feeling of being upset. getting rid of some factors that may contribute to such behaviour like elimination of distracting sound to divert the attention on a more manageable way.
• Using Empathetic listening makes it easier for carers to understand what really is going through the client’s mind. An effective method that results in effective communication to avert and manage challenging behaviour. As Mr. V expresses his disappointment, avoiding unnecessary response would have resolved the issue or made it more controllable. Just by acknowledging his feelings, putting yourself into his situation and understanding why he felt that way
• The complete guide to challenging behaviour in dementia. Heerama E. (January10, 2019). Retrieved from.
• Challenging behaviour in the elderly. Mary Vella. (N/A). retrieved from.
• Scope.org.uk. challenging behaviour. (N/A). retrieved from.
• Dementia and challenging behaviour guidance for home care staff. (August 29,2012). Retrieved from.
• How to improve communication via empathetic listening. Brandon P. November 21, 2017. Retrieved from.
• Communitycare.co.uk/ top tips on managing professional boundaries in social work. Hardy R. June 19, 2017. Retrieved from.

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Meet Brendan!

Brendan is a very happy, energetic, young boy. Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. Brendan and his family were physically, mentally, and emotionally exhausted and in desperate need of help. Brendan’s parents had tried absolutely everything in their “bag of tricks” but nothing seemed to work with their youngest son. They felt like they were failing!

PBS provided Brendan’s family with new hope. PBS was a match with their family routines and values and allowed Brendan’s parents to view their dreams and visions for their son as achievable.

Brendan is an example of a young boy who benefited from the process of Positive Behavior Support. This case study provides specific details of the success that Brendan and his family experienced with PBS. Below you will find products, videos, and materials produced and utilized that illustrate the steps the support team went through to determine the purpose of Brendan’s behavior and how they moved from conducting a Functional Assessment through the steps of the process to finally developing and implementing Brendan’s Behavior Support Plan.

“Positive Behavior Support is a set of tools that has allowed our children to more fully participate and succeed in everyday life .” -John Hornbeck, Brendan’s father

Components of Brendan’s Case Study

Brendan before pbs.

Brendan After PBS

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Case study child and family description

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Hypotheses for Brendan’s case study

Observation data used in Brendan’s functional assessment

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Defining challenging behaviour: causes, triggers and examples, challenging behaviour, or behaviour that challenges is an instinctive emotional reaction or a form of communication when a person feels overwhelmed by external stimuli. sometimes, a specific sound, light or surrounding event might cause an outburst of emotions, thoughts, or expressions that a person will try to communicate in their own way. learn the causes, types and factors of challenging behaviour and how to find humanised care and support in moments of crisis..

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What Is Challenging Behaviour?

Challenging behaviour is a behaviour of such intensity or frequency that affects the quality of life or the physical safety of an individual and those around them. It is a form of communication that expresses a person’s emotions, desires, or unmet needs.

Behaviour that challenges appear in a range of different forms and stems from various factors, including:

• Personal and emotional
• Social and environmental
• Life experiences

People who exhibit challenging behaviour experience difficulties expressing their needs, desire for attention or communication, and physical or emotional pain. Also, they may struggle to understand and interpret interactions in their social settings.

Understanding challenging behaviour is essential for everyone. Frequently, these behaviours pose difficulties in the individual’s personal, social or educational and can impact those around them. Therefore, it can unfortunately result in reactions that can be restrictive and lead to exclusion from the community.

Challenging Behaviour in Health and Social Care

In health and social care, behaviours that challenge often go hand in hand with neurodevelopmental differences and mental health challenges. Recognising and understanding challenging behaviours as a form of communication rather than a behaviour of concern is essential.  Therefore, managing challenging behaviour requires a holistic, person-centred and humanised approach and focusing on identifying triggers and providing proactive solutions.

Challenging behaviour may be common for people who experience the following neurological or neurodevelopmental differences, including:

• Attention deficit hyperactivity disorder (ADHD)
• Learning disability

Very often, behaviour that challenges affects a person’s daily life functioning as well as their relationships with family, friends, or at school.  For that purpose, Nurseline Community Services is here to meet your urgent and complex care needs in moments of crisis. Providing consistency and an outcome-based approach is crucial in supporting challenging behaviour, and that is what our team is wholeheartedly committed to. With our highly trained professionals in Positive Behaviour Support (PBS) , we can support your loved one in the journey towards independence and a fulfilled life.

Challenging Behaviour Types and Examples

Every one of us is different, with diverse reactions and behaviour. Behaviour that challenges can take many forms , including verbal, non-verbal, and physical forms of behaviour. The frequency and duration of outbursts or withdrawal from social interactions may indicate the level of support required.

Verbal Challenging Behaviour

Verbal challenging behaviour is a way for people to communicate their needs, desires, or pain. People may shout, scream or use threatening language. Verbal challenging behaviour can take many forms, including:

• Name-calling
• Threatening
• Using inappropriate or offensive language

It’s important to understand that these actions are not meant to hurt you, it’s a form of expressing distress.

Non-Verbal Challenging Behaviour

Non-verbal behaviour that challenges can manifest in a range of different ways and is often a coping mechanism for emotional or physical pain and distress. Some examples of non-verbal challenging behaviours include:

• Destructiveness
• Social withdrawal
• Eating inedible objects
• Swinging arms

This behaviour may affect a person’s daily life functioning, social communication and school focus.

Physical Challenging Behaviour

Physical aggression is a common example of challenging behaviour, which occurs when the person feels overwhelmed or over-stimulated. Although it may be difficult to recognise and understand the triggers, physical behaviour challenges can be prevented by using proactive PBS solutions.

Examples of physically challenging behaviours include:

• Hitting themselves or other people
• Hair pulling
• Throwing things

With Positive Behaviour Support, people can learn healthy communication skills.

What Causes Challenging Behaviour?

Challenging behaviour can arise from various factors, and it’s important to remember that it’s a complex and individualised experience.

Here are some common causes of behaviour that challenges:

• Communication Difficulties : If a person is unable to communicate their needs, desires, or frustrations effectively, they might engage in challenging behaviours as a way of expressing themselves
• Unmet Needs : This can include basic needs like hunger, thirst, or the need for sleep, as well as more complex emotional or social needs such as a need for attention, sensory input, or autonomy
• Sensory Sensitivities : Some individuals may have heightened sensitivities to sensory stimuli (like light, sound, touch, or smell), which can lead to discomfort or distress, potentially resulting in challenging behaviour
• Physical Discomfort or Pain : If a person is in pain or experiencing discomfort, they may exhibit challenging behaviours to express their distress
• Emotional Distress : Feelings of frustration, anxiety, fear, or anger can lead to challenging behaviours, especially if the person lacks the skills to express these emotions healthily
• Cognitive Challenges : Individuals with certain cognitive or developmental differences might not be able to understand or process situations and emotions the same way as others. This can lead to frustration and challenging behaviours
• Environmental Factors : An environment that is overstimulating, chaotic, or not structured to meet the individual’s needs can contribute to challenging behaviour
• Lack of Social Skills : Some individuals may not have developed adequate social skills to navigate interactions with others, which can lead to misunderstandings, frustration, and challenging behaviours
• Reinforcement of Challenging Behaviour : If challenging behaviour leads to the individual getting what they want (e.g., attention, a preferred item), they may be more likely to repeat that behaviour in the future
• Learning and Modelling : Some challenging behaviours can be learned or modelled after observing others, especially when these behaviours seem to yield positive outcomes
• Mental Health Issues : Difficulties like anxiety, depression, or other mental health challenges can contribute to challenging behaviour
• Trauma or Past Experiences : Previous traumatic experiences can lead to challenging behaviours to cope with or express the impact of those experiences

It’s important to approach challenging behaviour with empathy, patience, and a true desire to understand the underlying causes. This often involves working with professionals, such as therapists, counsellors, or behaviour analysts, who can provide targeted support and interventions.

Functions of Challenging Behaviour

Challenging behaviour serves various functions or purposes for individuals who exhibit it. These functions can vary from person to person and situation to situation. Typical functions include communication (expressing needs and emotions), escape or avoidance of undesirable situations, gaining control, seeking attention, and obtaining tangible rewards. Understanding these functions is crucial for developing effective strategies to address the underlying needs and teach more adaptive behaviours.

Social Attention

Individuals who engage in challenging behaviours may seek social attention as a primary function. These behaviours can serve as a means to gain the attention of caregivers, peers, or others around them. In many cases, people with a learning disability may behave in a challenging way to say they’re here and willing to participate in a conversation or an activity.

Communication

Some individuals resort to challenging behaviours when they face difficulty expressing themselves verbally or non-verbally. These behaviours may serve as a way to convey their needs, feelings, or distress to others. Understanding this aspect is crucial for caregivers and professionals to find alternative, more effective means of communication and address the underlying issues prompting the challenging behaviour. This might involve teaching alternative communication methods or improving existing ones.

Escape/Avoidance

Escape and avoidance are common functions of challenging behaviour. When faced with uncomfortable, overwhelming, or undesirable situations, individuals may resort to challenging behaviours to escape or avoid those circumstances. This can include withdrawing from an over-stimulating environment or avoiding specific tasks or interactions. This function is common in people with learning disabilities, autism, or ADHD. Recognising this function is crucial in developing strategies to create more nurturing and supportive environments.

Feeling Unwell/In pain

When feeling unwell or in pain, people with a learning disability, autism or ADHD might behave in a challenging way . Sometimes, that’s the only way they know to communicate their feelings, inner struggles or current physical pain.

What Is the Cycle of Challenging Behaviour?

Challenging behaviour often follows a distinct cycle. It typically begins with an antecedent, which is a triggering event or situation. This is followed by the behaviour itself, where the individual responds to the antecedent. The behaviour leads to consequences, which can either reinforce or discourage the behaviour from occurring again. Understanding this cycle is crucial in identifying triggers and implementing proactive strategies to support individuals in managing their behaviours more positively and adaptively.

The antecedent, or the initial trigger to the challenging behaviour, could be an event, situation, or circumstance that the individual finds distressing or challenging. Antecedents can vary widely, such as demands placed on the person, sensory overstimulation, or unmet needs.

Escalation in challenging behaviour refers to the progression or intensification of disruptive or problematic actions exhibited by an individual. It often follows a pattern, starting with early signs of distress or agitation and culminating in more severe and potentially harmful behaviours.

A crisis in challenging behaviour refers to a situation where an individual’s behaviour reaches a significantly heightened and potentially dangerous level. This can involve severe aggression, self-injury, or other behaviours that pose an immediate risk to the individual or others. During a crisis, caregivers and professionals must prioritise safety for everyone involved. This may include implementing de-escalation techniques, ensuring a calm and controlled environment, and, if necessary, seeking immediate professional help or intervention. After the crisis, it’s important to conduct a thorough assessment to understand the triggers and factors that led to the crisis to develop more effective preventive strategies for the future.

Recovery from challenging behaviour refers to the process of returning to a state of calm and equilibrium after a crisis or escalation. It involves helping individuals regain control over their emotions and behaviours and re-establishing a sense of safety and well-being. Recovery strategies often include:

• Providing a supportive and structured environment
• Implementing calming techniques
• Offering opportunities for self-expression

Preventing and Management of Challenging Behaviour

Preventing and managing challenging behaviour is crucial for an individual’s well-being and quality of life. Prevention involves creating a supportive environment, addressing unmet needs, and teaching effective communication and coping skills. This includes structured routines, clear expectations, and providing appropriate sensory input.

In the event of challenging behaviour, a well-planned management strategy is essential. This may involve de-escalation techniques, ensuring the safety of everyone involved, and offering alternative, more adaptive ways to express needs or emotions. Consistent positive reinforcement for desirable behaviours also plays a vital role.

Ongoing assessment and adjustment of strategies are key to promoting long-term success. By focusing on prevention and effective management, individuals can lead more fulfilling lives while minimising the occurrence of challenging behaviours.

Implementing PBS Approach in Challenging Behaviour Management

Positive Behaviour Support is an evidence-based approach used to manage behaviours that challenge and improve the quality of life of people with complex care needs and mental health needs. PBS is based on the human rights model of care, implementing proactive and person-centred strategies to identify and prevent the triggers of challenging behaviour .

The goal of the PBS technique is to promote independence and self-awareness by creating a nurturing and safe environment where individuals can thrive and reach their full potential.  At Nurseline Community Services, we are dedicated to creating an urgent, well-developed and tailored PBS plan with the help of our in-house speech and language therapists and PBS specialists.  Our team is skilled in creating positive and adaptive care plans where every individual can express their skills, strengths and talents, fostering positive communication and reducing the potential for challenging behaviour.

How Nurseline Community Services Can Help

Families turn to  Nurseline Community Services  due to our fast response, high-quality services and consistent care teams that lead to positive outcomes for the people we serve.

Our experienced clinicians have a deep understanding of challenging behaviour and are trained to approach any situation with immense compassion, empathy, and a result-driven strategy.

If your or your loved one’s quality of life is affected by challenging behaviour, our team can create an environment where they can identify the unmet needs causing these types of behaviours.

We deliver CQC-regulated services across the UK, with offices in  Bristol ,  Birmingham  and  Gloucester .  Contact us today  for a personalised and  outcome-based approach  that prioritises the well-being of your loved one.

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Case study FG (Challenging Behaviour and Anxiety)

FG is a 10 year old boy who attends a mainstream primary school. He has a diagnosis of autism and Attention Deficit Hyperactivity Disorder. FG has a keen interest in sports, displays strong skills in memory retention of factual information. He enjoys playing football, and talking about it with adults and peers. He likes routine and predictability, and can become anxious when plans change.

FG requires support in managing his emotional regulation, anxiety and organisational skills. He has many fears, including a fear of failure.

Support is required to manage his behaviour when faced with challenging situations such as ‘losing a game’, ‘making mistakes’ or ‘coping when others do well’.

FG was referred to Middletown Centre for Autism due to concerns in relation to high levels of challenging behaviour and anxiety that were evident across the home and school setting. FG highlighted his own concerns in managing his behaviour, and often engaged in negative self-talk about his behaviour in comparison to his peers. Following consultations with parents, professionals at school and FG the following areas of concern were identified:

• Understanding and recognising emotions, their physiological symptoms and associated behaviours. This was particularly evident with negative emotions such as anxiety, sadness and anger.
• Coping with challenging tasks at school.
• Organisation of materials, sequencing of tasks and homework completion.
• High anxiety levels, worrying about changes in routine, future events, distinguishing between fantasy and reality and irrational thinking patterns.
• Social Interaction with peers and siblings, often resulting in challenging behaviour occurring.
• Both family and school staff felt ‘out of their depth’ in supporting the challenges the FG presented with.
• FG was given explicit teaching in the core features of autism. This knowledge empowered FG to clearly understand why his behaviour may have differed to his peers. The ‘Big A workbook’ was chosen as one of the teaching tools for this lesson. To view a copy of the ‘Big A workbook’ click here .
• FG was taught to recognise degrees of emotions using the Incredible 5-point scale. This scale was used daily across the home and school setting, and following 2 months of intervention FG was independently able to request a break from a challenging environment prior to reaching high anxiety or frustration levels. To view an example of the Incredible 5-point scale click here.
• Capacity Building training took place across the home and school setting in ‘autism’, ‘anxiety management’ and ‘promoting positive behaviour’. These topics were chosen as priority trainings for both home and school, and ensured continuity of information and approach across both settings.
• World Cup Division Word Problems
• Visual Social Scripts were used across the home and school setting to coach FG prior to engaging in activities that may be challenging for him. The visual scripts ensured that FG was prepared for situations such as ‘losing a football game’ ‘not being chosen first’ or ‘making mistakes’. To view an example of a visual script addressing Coping with Disappointment click here.
• Social Behaviour Mapping and The Way to A resource book were used to map out the consequences of any behaviour in any situation. The purpose of the teaching tools was explained to FG in line with the core features of autism. This knowledge empowered FG to see the value in such resources and he requests to use them prior to social events or activities that he may find challenging.  To view an example of a Social Behaviour Map click here.
• The Exploring Feelings resource by Tony Attwood was used to teach cognitive strategies for anxiety management. FG created an ‘emotional tool box’ to use as a relaxation tool within his home and school setting. Other resources based on Cognitive Behaviour Therapy were utilised to support negative thinking patterns such as ‘Overcoming Anxiety in Children and Teens’ by Jed Baker .
• Discussions took place in school around individualising behaviour management policies and plans. Behaviour policies were reviewed within the school to ensure children with autism were not being punished or excluded because of skill deficits.
• Team teaching was encouraged at school to ensure FG could participate in challenging subjects with his peers. This model of teaching involved two teachers to join collaboratively to ensure a successful model of inclusion was in place for FG to participate in class with his peers as much as is possible. Through collaborative teaching both teachers had the opportunity to share knowledge and practices, as well as provide the necessary support to FG during challenging activities.

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ABC Chart for Challenging Behaviour: Free Template

Although a career working with children can be fun and rewarding, it is not without challenges. One of these is managing challenging behaviour. Although there are many strategies out there to help manage behaviour, occasionally you will need to gather information and evidence to help you understand the context of behaviour in relation to the student’s environment. This will help you develop an effective approach.

In this article, we will outline the ABC recording method, and how using it might help you analyse the behaviour of children you work with. We provide a handy downloadable chart which you can print off and use as part of your strategy.

What is the Antecedent Behaviour Consequence (A-B-C) model?

A-B-C or ABC recording is a way of collecting information to help determine the function of a child’s behaviour. It does this by breaking down your observations into three elements:

• Antecedents (A): what happened directly before the behaviour occurred.
• Behaviour (B): the specific action(s) or behaviour of interest.
• Consequences (C): what happened directly after the behaviour occurred.

Thinking of behaviour in these terms helps to understand why a child is behaving in a particular manner. This allows more meaningful interventions rather than just trying to prevent the behaviour itself.

Once collected, ABC information can provide some valuable insights on its own. It can be used informally by you to identify patterns of behaviour and subsequently develop effective management strategies. This can be applied in all sorts of settings, from parents at home, to teachers in the school classroom.

More formally, ABC information can be used as just one part of a larger ‘ functional behaviour assessment ’. These functional assessments of behaviour may be carried out by specialists as part of the process of addressing challenging behaviour for children with autism or learning disabilities, as recommended in NICE (National Institute for Health and Care Excellence) guidelines (links in Further Reading).

History and Context of the ABC model

Fundamental theory.

Breaking down behaviour into antecedents, behaviours and consequences has its roots deep within behavioural psychology of the 20 th century. B.F. Skinner (1904-1990) described this as the ‘three-term contingency’ of operant conditioning. Operant conditioning is the theory that learnt behaviours can be encouraged by positive reinforcement, or discouraged through withholding positive reinforcement or applying punishment. It makes the crucial link between the behaviour itself (which occurs due to a trigger/antecedent) and the consequences after the behaviour occurred.

Application of theory

This concept underpins the field of applied behaviour analysis (ABA) which originated in the 1950s. ABA subscribes to the general modern view that all behaviour has a purpose o r function . ABA attempts to reduce the occurrence of challenging behaviour by understanding this function, then changing the antecedents, consequences, or both. It also aims to replace challenging behaviours with those of a more socially accepted function. For example, giving a child coloured cards to obtain attention from a teacher instead of standing up and shouting out.

Although closely linked to autism intervention, ABA principles form the basis of behaviour management strategies in a wide range of settings from home to healthcare. There are even whole books dedicated to using ABA for behaviour management within general school classrooms.

Modern iterations and extensions of ABA include the development of the functional assessments, function-based intervention and implementation of positive behavioural support (PBS) systems that we know today.

How ABC charts developed

ABC charts arose from a need for better methods for recording direct behaviour observations. The ABC method was first described by the applied behavioural scientist Sidney Bijou in a 1968 research paper (though note that the terms ‘ABC analysis’ or ‘ABC chart’ and the like, were coined later).

At the time, this paper was revolutionary in influencing the way behaviour was recorded. Previous behaviourists often described observations as a running narrative of events without any separation. Applying the A-B-C structure broke these narratives down into a series of events defined by triggers, actions and consequences.

Bijou emphasised the importance of doing this over multiple timepoints, and recording behaviours without inferring any emotional significance. Crucially, working with the ABC method of recording enabled patterns to be more easily identified and better integration of observational work with experimental work.

Modern usage of ABC charts

Recording behaviour through ABC charts is now common practice among many professions addressing challenging behaviour. Several reports suggest using ABC charts to help identify patterns behind challenging behaviour in the classroom environment. (See primary schools , secondary schools , general classroom , and the Further Reading section at the end of this article).

The use of ABC charts can be particularly valuable for those individuals who may struggle to articulate themselves. In these circumstances, behaviour – including self-injurious behaviour – may be serving as a way for the individual to communicate their wants and needs. This includes people recovering from brain injury, people with dementia, children with special educational needs (SEN) and individuals with autism.

The ABCs in more detail

All ABC charts record the core components of antecedents, behaviours and consequences. Below, these are discussed in more details, with some examples for each element.

Antecedents

Antecedents are the events that directly precede the observed behaviour and are also known as ‘triggers’. They may include:

• Being asked to stop or start specific tasks or activities, e.g. task transition.
• A particularly easy or difficult assignment/activity.
• Independent work.
• Group work.
• Being told ‘no’.
• Loud noises or bright lighting.
• A comment or action from another child.
• Absence of attention (e.g. teacher diverted to another student, or peers working quietly and not looking at the child).
• Being in ‘free-play’ (no instructions or guidance).

It is also important to consider antecedents that are not immediate and include the wider environment. These ‘slow’ triggers are noted at the start of a recording session, and could include:

• Time of day (influencing hunger and energy levels/tiredness).
• Medication.
• Routine disruption.
• Family events such as new sibling or bereavement.
• Specific people/children being present.

Consequences

Consequences may serve to maintain, decrease or increase the frequency of behaviour depending on whether they are positive or negative. Typical consequences could include:

• Repeat of request by teacher or other adult.
• Being given a choice.
• Behaviour being ignored (no action).
• Item or toy taken away/received.
• Time-out/sent out of class.
• Reprimand by teacher or other adult (negative attention).
• Praise or reassurance from a teacher or other adult (positive attention).

Consequences may also serve as an antecedent to another behaviour and need to be recorded as such. For example:

The behaviour is the action which the child takes. When describing behaviour in the context of ABC the aim is to be precise and specific. For example, ‘threw book on floor’, ‘ignored request and carried on playing with toy’, ‘tapped pen loudly on desk’, ‘spoke without putting hand up’, ‘got up from chair’.

Behaviour is commonly thought of as having one of four functions (often referred to using the acronym SEAT ):

• S ensory – it feels good.
• E scape – from environment or situation.
• A ttention – from others (adults or peers).
• T angible – access to a specific thing, such as a toy or food.

When analysing ABC data, you can look to see if the same behaviour often results in a particular consequence. For example, if biting another child keeps resulting in the bitten child surrendering a toy to the ‘biter’, then this behaviour has a ‘tangible’ function. With this knowledge, an appropriate intervention can be devised to encourage the use of a more appropriate behaviour to serve this function (teaching the child to ask nicely), and discourage the use of the biting behaviour (ensure toy is removed from the biter).

The same behaviour may serve alternate functions in different contexts. This is why it is important to collect information on the antecedents and consequences each time the behaviour happens, so you can consider the function for each occurrence.

When is it useful to apply the ABC model?

There are many strategies and techniques for managing challenging behaviour in children. You can find some helpful advice in our Hub article ‘ How to Deal with Challenging Behaviour in the Classroom ’.

However, sometimes your go-to strategies may not be working. You might have difficulties with a particular child, or there could be a certain class-wide behaviour which frustrates you. In these circumstances, it could be useful to conduct your own informal ABC analysis to help you really get to the root of the problem.

You might also be asked by your school or another colleague to fill in an ABC chart for a particular pupil if they want to track how a child behaves throughout the day across different subjects or classrooms. If this is the case, make sure you have a clear definition of the specific behaviour that they want you to monitor (if applicable).

For example, instead of ‘becomes aggressive’, you could have this clarified as ‘uses hands, feet, body or objects against others in a forceful way’ and/or ‘deliberate use of language (verbal or nonverbal) directed at others in a harmful or threatening manner’.

ABC analysis is very useful when you need to manage behaviour of children who have special educational needs (SEN), learning difficulties or autism, where challenging behaviour often presents as the result of an unmet want or need. You can conduct your own informal ABC analysis at any time, however if you have serious behaviour concerns you should also approach your school SENCO or behavioural support team for help and advice.

Need Challenging Behaviour Training?

Our Challenging Behaviour training course is recommended for professionals who want to have a better understanding of how to respond to the behaviour of the children that they work with. The course includes a series of activities for you to complete in order to help you relate the information given to your setting.

Why Should I Use an ABC Chart for Challenging Behaviour?

An ABC chart is one of many types of behaviour recording, but it is often appreciated due to its simplicity and the depth of information it provides. Using an ABC chart as an observational tool helps you to analyse the circumstances and consequences of a child’s behaviour. This helps form strategies of behaviour management that are person-centric, and ensures the needs of the individual are fully met. This is important because if the underlying reason for the behaviour is not identified and addressed, then problems may manifest themselves in additional challenging behaviours.

Some benefits of using an ABC chart include:

• Recording behaviour on multiple occasions, enabling you to see patterns.
• Checking for wider triggering context for problem behaviour, for example, being hungry or tired.
• Identify situations when the challenging behaviour is most likely to occur so you can take steps to avoid these situations, or know what to expect if the situation is unavoidable.
• Identifying and eliminating any positive consequences of inappropriate behaviour.
• Identifying consequences which motivate the child, which you can then use to encourage desirable behaviours.

Establishing a plan for moving forward

At the end of collecting ABC observations, review your data and try to formulate a summary statement about the function of the behaviour (for example, using ‘SEAT’). Additionally, try to draw conclusions about the potential triggers and identify any reinforcing consequences of the behaviour. It is a good idea to share this with colleagues to get a second independent opinion about your thoughts. You can then start to plan behaviour management strategies.

Helpful questions to consider during this process include:

• Does the unwanted behaviour often occur at similar times during the day? What does this tell you?
• Does the behaviour occur most often with a particular antecedent/trigger?
• What changes could you make to your classroom or teaching methods to avoid particular antecedents?
• If tracking multiple behaviours, do they occur with similar antecedents or consequences?
• Looking at the antecedents and consequences, what is the most likely function for each instance of the behaviour? Is it often the same function?
• What behaviour would you like to see instead?
• How can you teach or explain this replacement behaviour to the child?
• How can you develop ‘good’ consequences that will reinforce a preferred behaviour, and how do they relate to the original function of the behaviour?
• How can you remove the ‘good’ consequences if the unwanted behaviour is displayed again in the future?
• Was the behaviour deliberately provoked by others – are there other children you also need to consider?
• Do you need any additional support to manage the behaviour?

Example Use of an ABC Chart (Case Study)

Here we provide an example of how ABC analysis can help develop a successful behaviour support plan for a child exhibiting challenging behaviour. Use the drop-down to expand the text.

Example details

A pupil continually speaks out in class , asking fellow classmates about their progress on the worksheets or saying out loud which question they are on. This disrupts other students’ work and slows down learning. Usual strategies to manage this sort of behaviour don’t seem to be working.

Using an ABC chart, the antecedents and consequences of this behaviour were tracked. This was a high frequency behaviour , occurring several times a minute, so in this case a key was used with predefined antecedents and consequences, to speed up recording.

From the information collected, it became evident that the antecedent for the behaviour was quiet independent working . The most common consequence was attention/conversation from peers, the second was a verbal warning from the teacher. The pupil did complete their worksheet. The pupil continued to speak out despite teacher reprimands. The pupil appeared satisfied after receiving a response from a peer and there was a short pause in her speaking out.

After examining the data and discussing with colleagues, the teacher concluded that a function of the behaviour was most likely to gain attention from peers .

A system to include a way for the pupil to get positive peer attention was developed and explained to the pupil. This involved the creation of a token-based reward system for working quietly. When enough tokens were collected, the pupil could raise their hand and the teacher would allow the pupil to explain one of the worksheet questions to the class.

Here, the antecedent (working independently) was not modified because this would be impractical and is an important part of the lesson. Instead, the added consequence of the token reward system created a way for the pupil to gain peer attention, whilst encouraging the new ideal behaviour of working quietly .

(Adapted from: Special Connections, University of Kansas. Link is in the Further Reading section at the end of this article.)

Taking care with conclusions

One thing to take care with when using ABC charts is the possibility for false conclusions. This is because the ABC data you collect is correlational, not causal , so you can’t be totally certain that the associations you make relating behaviours to functions and triggers are correct. In most cases, you will be able to draw meaningful conclusions. But, if you find an intervention strategy is not working, try some other ideas or collect some additional data. Don’t forget to use your school’s support system if needed.

Using ABC charts to identify things that work

Although the majority of examples for using ABC charts focus on developing strategies for managing challenging behaviour, they can be used effectively in positive ways. For example, you could use an ABC chart to gather information on consequences which seem to positively reinforce good behaviour. Everyone is an individual, so knowing what motivates a particular child can help you to create effective rewards for good behaviour.

Additionally, you could identify antecedents that seem to result in a desirable behaviour. For example, you might find that hand raising rather than calling out occurs more often when the student is reminded of this at the start of the lesson, and positive praise is given each time.

Free ABC Chart for Behaviour Template

Below you can download our ABC chart template to help you collect data in an organised and meaningful way. You can print out our chart and have it in a handy location on your desk or wall, so you can fill it in upon the occurrence of a behaviour, and have the relevant information in one convenient place.

How to fill in the chart

Firstly, define the specific behaviour you want to address and which is causing you most issues. ABC charts are most commonly used to track just one or two target behaviours at once, because it allows you time to record each instance whilst also managing a class or group. However, you can monitor multiple challenging behaviours in an individual or one particular behaviour across a whole class if you wish.

If you have a classroom assistant, you may want to explain what you are doing to them and ask them to help you record the behaviour.

Next, decide when you will take records. It might be too much to fill in the ABC chart throughout the whole day – if so, you could choose a particular lesson when you know the behaviour is likely to occur.

When you are ready to fill out the chart, make sure you keep it in an easily accessible place. Note down the time, then detail the antecedent and consequence each time the behaviour(s) occur as objectively as possible .

When observing a high frequency behaviour, it can be useful to create a system to record common antecedents and consequences using letters or numbers to save time. For example, consequence A: time out, B: choice given to student, C: reprimand, D: attention from peers, etc.

How often you should use it

To use an ABC chart effectively it is recommended to collect data several times, or until you are able to see patterns emerge.

One guide suggests that for a single target behaviour, observations should be carried out over 2-3 sessions , depending on the frequency of the behaviour. If you aim to record multiple behaviours, you will need more data to draw meaningful conclusions – ideally between 3 to 7 school days. (Reference: Martella et al ., 2012).

Click the button below to download your free ABC chart template now:

This article has outlined the background and theory behind the ABC model of behaviour and provided you with some practical information on how you can use an ABC chart to monitor challenging behaviour. Hopefully this will aid you in developing more effective, meaningful interventions. Finally, we provide you with a template ABC chart which you can download and print for your own use.

What to Read Next

• Creating a School Behaviour Management Policy
• How to Deal with Challenging Behaviour in the Classroom
• What is Contextual Safeguarding & Why is it Important?
• Conflict in the Classroom: Coaching Children in Acting Responsibly
• How to Set Behaviour Expectations in the Classroom
• How to Create a Behaviour Support Plan: Free Template
• Challenging Behaviour Training Course

Further Reading and References

This article was written using many different sources. In addition to the links in the article, you may find the following references of particular interest:

• NICE guidelines for addressing challenging behaviour of children with autism or learning disabilities . They recommend that practitioners should try to ‘develop a shared understanding about the function of the behaviour’. In sections 1.5.9 (learning disabilities) and 1.4.7 (autism), requirements of functional assessments of behaviour are outlined to include information such as time of occurrence, triggers and consequences/reinforcers. ABC charts are an efficient way to gather this information.
• Moreno, G. (2011). ‘Addressing challenging behaviours in the general education setting: conducting a teacher-based Functional Behavioural Assessment (FBA)’. Education 3-13, vol 39(4), p.363-371. Available from: link . This article discusses how applying the principles of FBA, including use of A-B-C recording, can be useful for teachers in the classroom for students both with and without learning disabilities. It also provides practical advice on conducting analysis and developing subsequent behaviour intervention plans.
• Martella, R.C., et al . (2012). ‘Functional Behaviour Assessments and Behaviour Support Plans.’ Chap. 4 in Comprehensive behaviour management: individualized, classroom, and schoolwide approaches , p.110-145. California: SAGE Publications, Inc. Available from: link . Provides detailed information and context on use of FBA in schools to aid behaviour support plans. Guidance on how to perform A-B-C analysis can be found on page 124.
• Moxley, R.A. (1998). ‘Why Skinner is difficult’. The Behaviour Analyst, vol 21(1) p.73-91. Available from: link . This is a historical overview of the influential work of B.F. Skinner, explaining the origins and development of the theory of operant conditioning and the three-term contingency (viewing behaviour through antecedents and consequences).
• Mendres, A.E.; Frank-Crawford, M.A. (2009). ‘A Tribute to Sidney W. Bijou, Pioneer in Behavior Analysis and Child Development: Key Works That Have Transformed Behavior Analysis in Practice’. Behaviour Analysis in Practice , vol 2(2), p.4-10. Available from: link . This article explains the importance of Bijou’s development of A-B-C recording in the context of modern behaviour analysis.
• Bijou, S.W.; Peterson, R.F.; Ault, M.H. (1968). ‘ A method to integrate descriptive and experimental field studes at the level of data and empirical concepts’. Journal of Applied Behaviour Analysis . Vol 1(2) p.175-191. Available from: link . This is the original paper describing the method of ABC analysis and observation. The origin of ABC charts can be seen on page 178.
• Gore, N.J.; McGill, P.; Toogood, S. et al . (2013). ‘Definition and scope for positive behavioural support’. International Journal of Positive Behavioural Support, vol 3(2), p.14-23. Available from: link . Discusses positive behavioural support (PBS) as a strategy for managing challenging behaviour in relation to the UK systems for multiple school or care settings and people with a variety of needs. Explains the roots of PBS in applied behaviour analysis (ABA) and use of functional assessments .
• The University of Kansas ‘Special Connections’ Website . Available from: link . This website contains a lot of practical advice on strategies to manage behaviour, including the use of functional assessments, ABC charts, positive behaviour intervention plans and case studies. The resource was developed to aid teachers, parents and other practitioners in supporting students with special educational needs, but the information is applicable to many other settings as well.

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Strategies for Managing Challenging Student Behaviors

Student misbehavior has been particularly agonizing for teachers this year, but there are proactive steps educators can take to remedy it.

In the best of times, disruptive student behaviors are challenging to effectively act on. And now, this is compounded by our current reality: a traumatic time—during which many of us are just trying to hang on and stay in the profession—that has reduced our patience, taxed our energy, and increased our reactivity.

So maybe we can think differently about these behaviors. Maybe we can be proactive.

The first step in being proactive might be the easiest: identify challenging behaviors and their effects on the classroom. You know exactly what I’m talking about. Challenging behaviors can manifest academically: missing deadlines, plagiarism. They can manifest socially: side conversations, defiance. They can manifest emotionally: apathy, negativity. They can manifest quietly or loudly. And more often than not, they can manifest repeatedly.

These manifestations are exhausting—for you, for them, and for their peers.

Taking a Closer Look

While it can be easy to remain stuck in the first step of identification, to be proactive we must move to the second step of reflection. We must treat each behavior as both adaptive and communicative. This reflection is twofold: examining the student and ourselves.

Students act the way they do because it serves them in some capacity. How is their behavior serving them? What is driving their behavior? At times, this can be simple. Much more complicated is the task of examining ourselves as a responsible party in these exchanges. More often than not, I realize: Behaviors that challenge me mirror me .

Again, behaviors are both adaptive and communicative. How is my innate response to this student serving me? What is it about the behavior that grates on me so? What does my response communicate about me? Addressing student behaviors without this important step of reflection—of both parties—is short-sighted at best and ineffective at worst.

Displaying Curiosity and Humility

Once we have hypothesized underlying motives for the behaviors, as well as our own contributions, to be proactive we must approach the student about the behavior. The most important consideration in this regard is our intention. I use restorative practices as a frame, reminding myself that my ultimate goal is relationship. This means I approach students with curiosity and humility.

Curiosity allows for me to ask questions and listen rather than fix or criticize . Humility allows several benefits: One, I can let go of “proving the record” and instead build the relationship; two, I can speak with “I” language that demonstrates I also am taking responsibility; and three, it ensures that I am conversing with the student rather than coming at them.

As in any situation where a human feels threatened, a student backed into a corner with accusations rather than invited into a relationship through curiosity and humility will close up or act out.

Building Connections

After I have reflected and approached the student, the real work begins. This is where my integrity and trustworthiness as a teacher is tested—and rightfully so—by students demonstrating challenging behaviors. Did I really mean what I said about wanting to take responsibility, understand the student, and build a meaningful relationship with them? To walk the talk, the next step in being proactive, here are some practices to connect with students.

Survey students with academic and nonacademic questions: Use the surveys for one-on-one conversations, fun class trivia games, grouping and seating arrangements, sport and club attendance, etc. But most important, use the survey data! Students who are surveyed without ever having that data shared with them and acted upon are just guinea pigs.

Observe more, and talk less: Notice where students demonstrate different behaviors than they do in your class. Watch students interact in peer groups. The biggest mistake we can make when dealing with challenging behaviors is seeing the student who demonstrates them in a vacuum.

Partner with students: The majority of my most successful connections with students have begun with an opening like this: “X, I gotta say, I am really just not feeling like we are vibing lately. I feel like I’m letting you down and that you’re always upset with me. Did I do something to offend you? I really would like to make this right.” Few students, yes even those who display the most challenging behaviors, can resist being truly heard and respected. Explicitly partnering with students to do the repair work, the relationship work, is where the magic happens.

Compliment students: Sometimes a light comment about cool new shoes is the only positive message that a student receives in a day. Compliments communicate to students that they are seen.

Support students: While sometimes the root cause of challenging behaviors lies beyond an educator’s purview, often it is related to some personal struggle with the content. Clear and consistent expectations, easy-to-follow directions, chunked instruction, continued check-ins, just-right scaffolding and differentiation… best pedagogical practices such as these mitigate the worst behaviors.

Elevate students: Often, students act out in order to earn attention. Offering students who display challenging behaviors leadership opportunities in class is a way to reframe their peer influence from class clown to class champion.

Collaborate for students on their behalf: Ask other teachers about how the students are doing in their classes, what effective strategies they’re using, how they’ve connected with the students. Frame these conversations always as proactive and solution-forward—not gripe sessions.

Celebrating Successes

The final step in being proactive when dealing with difficult behaviors is the most important: monitor, adapt, and celebrate. Making progress with students who are displaying challenging behaviors is never one and done. Rather, just as relationship implies, it’s an ongoing dialogue. Pay attention to what’s working and what’s not working. Check in with the student about their perceptions. Celebrate the tiniest of victories. Be willing to admit when something is ineffective and make necessary changes. Commit to the long haul and trust the process.

Some of my favorite memories are when students who struggled during their first year in high school come up to me a few years later to joke about, “Remember when…?” Being proactive, even when we’re tired, allows for these moments of connection and joy. And that makes it all worthwhile.

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