What is an ABC Chart?<\/p>\n
ABC stands for:<\/p>\n
\tA \u2013 Antecedent: What happened before the behaviour? (e.g., a request, a change in routine, a loud noise)
\n \tB \u2013 Behaviour: What did your child do? (e.g., shouting, refusing, hitting)
\n \tC \u2013 Consequence: What happened after the behaviour? (e.g., attention from an adult, removal of a task)<\/p>\n
By recording these details, you can start to see what triggers certain behaviours and what responses might be reinforcing them.<\/p>\n
<\/p>\n
Why Use an ABC Chart?<\/p>\n
\tHelps you spot patterns in behaviour.
\n \tEncourages a calm, reflective approach rather than reacting in the moment.
\n \tSupports you in finding positive strategies to prevent challenging behaviour.<\/p>\n
<\/p>\n
Tips for Using an ABC Chart<\/p>\n
\tBe Specific: Write down exactly what happened, not interpretations (e.g., \u201cChild shouted \u2018No!\u2019\u201d instead of \u201cChild was angry\u201d).
\n \tStay Consistent: Record behaviours regularly, even small ones, to build a clear picture.
\n \tLook for Triggers: Notice if certain times, places, or activities lead to behaviours.
\n \tFocus on Positive Change: Use what you learn to adjust routines, give clear instructions, and praise positive behaviour.
\n \tKeep It Simple: Use short notes rather than long paragraphs so it\u2019s easy to review later.
\n \tInvolve Your Child: If appropriate, talk to your child about what helps them feel calm and supported.
\n \tShare with Others: Teachers, carers, and professionals can help if they understand the patterns too.<\/p>\n
Extra Advice for Supporting Behaviour<\/p>\n
\tPredictable Routines: Children feel safer when they know what\u2019s coming next.
\n \tClear Instructions: Use short, positive phrases like \u201cPlease put your shoes on\u201d rather than \u201cDon\u2019t forget your shoes.\u201d
\n \tOffer Choices: Giving two simple options can reduce power struggles (e.g., \u201cDo you want to brush your teeth before or after putting on pyjamas?\u201d).
\n \tStay Calm and Neutral: Avoid raising your voice or showing frustration\u2014this can escalate behaviour.
\n \tPraise Effort, Not Just Success: Recognise when your child tries, even if they don\u2019t get it perfect.
\n \tPlan Ahead for Triggers: If you know transitions or certain tasks are hard, give warnings and support (e.g., \u201cIn five minutes, we\u2019ll tidy up\u201d).
\n \tModel Coping Skills: Show how you manage feelings\u2014deep breaths, counting to ten\u2014so your child learns from you.<\/p>\n
<\/p>\n
Boundary Setting<\/p>\n
\tBe Clear and Consistent: Children need to know what the rules are and that they apply every time.
\n \tExplain Why: Simple explanations help children understand the reason behind a boundary.
\n \tFollow Through: If a rule is broken, calmly apply the agreed consequence.
\n \tPositive Framing: Instead of \u201cDon\u2019t run,\u201d say \u201cPlease walk inside.\u201d<\/p>\n
<\/p>\n
Managing Tech Time<\/p>\n
\tSet Limits: Agree on daily screen time and stick to it.
\n \tCreate Tech-Free Zones: Bedrooms and mealtimes are good places to keep screen-free.
\n \tUse Timers: Give warnings before tech time ends to avoid sudden transitions.
\n \tEncourage Balance: Mix screen time with outdoor play, reading, and family activities.<\/p>\n
<\/p>\n
Handling Tantrums<\/p>\n
\tStay Calm: Your calm response helps your child regulate.
\n \tGive Space: Sometimes children need a few minutes to calm down before talking.
\n \tAvoid Giving In: If tantrums lead to getting what they want, they\u2019ll repeat the behaviour.
\n \tPraise Recovery: When your child calms down, acknowledge it positively.
\n \tReflect Later: Talk about feelings and better ways to cope once everyone is calm.<\/p>\n
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<\/p>\n
\nThe 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\u00a0<\/p>\n
\u00a0For more support and advice contact: Parents and carers of children and young people aged 5-19 in Buckinghamshire<\/p>\n
\u00a007312 263175<\/p>\n
\tBHT Parent-Carer ABC Behaviour Pre-referral questionnaire
\n \tUnderstanding and Responding to behaviour
\n \tBHT ABC Behaviour Record Chart<\/p>\n