Identify the ABCs
Your client is a two year old girl with a sharing goal. She is playing with her dolls. You say "my turn" and pick up one of the five dolls. She screams "Mine" and runs away. You present her a break card. What's the consequence and behavior?
Behavior (B)
The child screams "Mine" and runs away.
Consequence (C)
You present her with a break card.
The teacher asks the class a question during a group lesson and reminds students to raise their hands before speaking. A student immediately shouts out the answer without raising their hand, interrupting the flow of the lesson. The teacher ignores the call-out (extinction), praises a peer who raised their hand, and then restates the expectation. What's the function?
attention-seeking behavior
A student struggles with sudden transitions and gets upset when activities change without warning. What change could help?
Use a visual timer or countdown cue to prepare for transitions
Your client is a two year old girl with a sharing goal. She is playing with her dolls. You say "my turn" and pick up one of the five dolls. She screams "Mine" and runs away. You present her a break card. (TWO FUNCTIONS) What's the functions?
1. Escape:
She may be trying to avoid sharing or the discomfort of someone else taking her toy.
2. Access:
She may also be trying to regain access to the doll you picked up—she wants to keep playing with it.
Your client is a two year old girl with a sharing goal. She is playing with her dolls. You say "my turn" and pick up one of the five dolls. She screams "Mine" and runs away. You present her a break card. What's the antecedent and behavior?
The teacher announces it’s time to clean up centers and transition to writing. The student loudly crumples their paper, throws it on the floor, and starts yelling, “I’m not doing this!" The teacher calmly avoids reacting emotionally, waits for the student to de-escalate, and then offers a visual choice board to help the student transition more smoothly. What's the function?
Function of Behavior: Escape/Avoidance
The student is trying to avoid or delay the writing task, which may be non-preferred or challenging.
A student often seems confused about what to do next and gets off-task. What change could help them stay on track?
You are talking to mom during session. Your thirteen year old client steals your jacket, puts it on, and stands next to you and mom, mimicking your gestures. You ignore until your client taps your shoulder. What's the function?
Attention
The teacher is talking to another staff member during class transition time. A 13-year-old student takes the teacher’s lanyard, puts it on, and mimics the teacher’s gestures while standing beside them. The teacher does not react or give attention to the behavior. They continue the conversation and only respond when the student appropriately taps their shoulder. What's the consequence and behavior?
A student is seated at their desk during independent work time. Every 3–5 minutes, they get up and run to jump on a crash pad. After one minute, the teacher calmly redirects the student back to their desk and points to a visual “Jump Card” to remind them when jumping is allowed. What's the function?
Function of Behavior: Sensory Seeking
The student may be seeking sensory input or movement to regulate themselves.
This simple classroom change can help a student who keeps running to the crash pad every few minutes during work time.
Your client is working at his desk. He gets up every 3-5 minutes and runs to jump on his crash pad. You redirect him back to work after one minute and point to his jump card. What's the function?
Sensory-seeking—he may be jumping to get deep pressure input or vestibular stimulation that feels good to his body.
The class is transitioning from recess to math. The room is noisy, students are chatting, and materials are being passed out. A student gets up from their desk and runs to the classroom reading corner, jumping onto a beanbag chair. The teacher redirects the student back to their seat and points to a visual “Break Card” to remind them when it’s appropriate to use the beanbag. What's the antecedent and behavior?
You prompt your client to brush your teeth by saying "First brush teeth, then Bluey sticker." Your client brushes his teeth. You award him a Bluey sticker. What's the function?
Function of Behavior: Access to Tangible/Reward
The client is motivated by the promise of a sticker and completes the task to gain access to it.
A student keeps turning around and talking to classmates during independent work. What change could help reduce distractions?
You prompt your client to brush your teeth by saying "First brush teeth, then Bluey sticker." Your client brushes his teeth. You award him a Bluey sticker. What's the function?
Access