Supporting Children (age 5-12) with positive behaviour

What is an ABC Chart?

ABC stands for:

• A – Antecedent: What happened before the behaviour? (e.g., a request, a change in routine, a loud noise)
• B – Behaviour: What did your child do? (e.g., shouting, refusing, hitting)
• C – Consequence: What happened after the behaviour? (e.g., attention from an adult, removal of a task)

By recording these details, you can start to see what triggers certain behaviours and what responses might be reinforcing them.

Why Use an ABC Chart?

• Helps you spot patterns in behaviour.
• Encourages a calm, reflective approach rather than reacting in the moment.
• Supports you in finding positive strategies to prevent challenging behaviour.

Tips for Using an ABC Chart

1. Be Specific: Write down exactly what happened, not interpretations (e.g., “Child shouted ‘No!’” instead of “Child was angry”).
2. Stay Consistent: Record behaviours regularly, even small ones, to build a clear picture.
3. Look for Triggers: Notice if certain times, places, or activities lead to behaviours.
4. Focus on Positive Change: Use what you learn to adjust routines, give clear instructions, and praise positive behaviour.
5. Keep It Simple: Use short notes rather than long paragraphs so it’s easy to review later.
6. Involve Your Child: If appropriate, talk to your child about what helps them feel calm and supported.
7. Share with Others: Teachers, carers, and professionals can help if they understand the patterns too.

Extra Advice for Supporting Behaviour

• Predictable Routines: Children feel safer when they know what’s coming next.
• Clear Instructions: Use short, positive phrases like “Please put your shoes on” rather than “Don’t forget your shoes.”
• Offer Choices: Giving two simple options can reduce power struggles (e.g., “Do you want to brush your teeth before or after putting on pyjamas?”).
• Stay Calm and Neutral: Avoid raising your voice or showing frustration—this can escalate behaviour.
• Praise Effort, Not Just Success: Recognise when your child tries, even if they don’t get it perfect.
• Plan Ahead for Triggers: If you know transitions or certain tasks are hard, give warnings and support (e.g., “In five minutes, we’ll tidy up”).
• Model Coping Skills: Show how you manage feelings—deep breaths, counting to ten—so your child learns from you.

Boundary Setting

• Be Clear and Consistent: Children need to know what the rules are and that they apply every time.
• Explain Why: Simple explanations help children understand the reason behind a boundary.
• Follow Through: If a rule is broken, calmly apply the agreed consequence.
• Positive Framing: Instead of “Don’t run,” say “Please walk inside.”

Managing Tech Time

• Set Limits: Agree on daily screen time and stick to it.
• Create Tech-Free Zones: Bedrooms and mealtimes are good places to keep screen-free.
• Use Timers: Give warnings before tech time ends to avoid sudden transitions.
• Encourage Balance: Mix screen time with outdoor play, reading, and family activities.

Handling Tantrums

• Stay Calm: Your calm response helps your child regulate.
• Give Space: Sometimes children need a few minutes to calm down before talking.
• Avoid Giving In: If tantrums lead to getting what they want, they’ll repeat the behaviour.
• Praise Recovery: When your child calms down, acknowledge it positively.
• Reflect Later: Talk about feelings and better ways to cope once everyone is calm.

If you feel you would like to read more information and specific videos relating to children with Learning Disabilities or Special Educational Needs – please look at this page. Positive thinking about managing behaviour that challenges – Buckinghamshire: Parents Health for Kids

The downloadable chart and questionnaire must be completed and returned to the School Nursing Team before we can offer some bespoke advice and support bht.schoolhealth-referrals@nhs.net 

 07312 263175

• BHT Parent-Carer ABC Behaviour Pre-referral questionnaire
• Understanding and Responding to behaviour
• BHT ABC Behaviour Record Chart