The ABC in Behavior

Antecedents cause behavior, and behavior has consequences. Antecedents are actions or environmental conditions that cause a child to behave in particular way. For example, when on child physically invades another child’s private space, this is the antecedent for the other child’s behavior which may be a forceful verbal or physical reaction against the unwelcome intruder. In addition to well-designed environment, children need rule. Rules establish a unified standard of behavior, by which all must live and learn. Parents should develop rules that establish an acceptable level of freedom that respects everyone's need for a safe, comfortable learning environment.

Step 1 Working Together
Sit down with the children and establish a set of classroom rules, and illustrate each rule with a picture. Remember that only really important behavior requires a rule. Making rules for behavior that has little significance in the learning environment sets up both the teacher and the children for negative antecedents. The rules should encourage interaction and respect and be stated in a positive way. For example, a teacher might write, "Ask for help," rather than, "Don't shout in class."

Step 2 - Role Play
Review the rules by asking children to model or role play each one. Role play is effective in determining understanding because children actually demonstrate the desired behavior. Use the role play to demonstrate breaking the rules, too. For example, when children role play the "Ask for help" rule, they also demonstrate breaking it by shouting or running up to the teacher and tugging on her or his clothing. Ask the children to identify how the rule was broken. Then explain the consequences. Another chart—showing rules and consequences—may help children recall, identify, and monitor their own behavior.

After reviewing the rules, give each child a personalized chart on which stickers or stars can be affixed to recognize and reinforce their good behavior. Charts can take several forms. Some children need daily reinforcement; others need hourly reinforcement. Similarly, you can send the charts home as seems appropriate for the children's individual needs daily, weekly, or monthly. Display all of the charts, usually increasingly replete with cheerful stickers and stars, in a spot in the classroom that's easy for everyone to see. An interactive bulletin board space is a great location; an eye-level Super Star wall works well, too.

Step 3 - Implementation
At the end of each day, plan to conduct both an individual and a class evaluation. Conduct the evaluation in the area of the room by the personal charts. Ask each child, "How did you do today?" or "What kind of day did you have?" Then ask the class to verify each child's evaluation. Sometimes a child may say his or her behavior was not appropriate, but classmates respond that it wasn't that bad. Positive feedback like this often helps children recover from a sense that their day was "bad." On those rare occasions when problem behavior has occurred, the behavior is identified and suggestions are made for changing it. Each child then gets a sticker, star, stamp, or some other form of visual reinforcement after the evaluation, and the class congratulates itself with applause.

Reflection and Empowerment Equal Behavioral Success Since it was started six years ago, teachers have used the A-B-C, 1-2-3 strategy in preschool and primary settings as well as in my kindergarten classes. Teachers find it gives them a chance to reflect on the environment in the classroom. In instances where team teaching is the model of instruction, each teacher uses it to observe and reflect on the classroom set-up and the children's interactions.

Teachers also find that this model empowers children. Children help determine the rules and the consequences for breaking them. They become positive role models, and they reinforce each other. They begin to develop the ability to monitor and modify their own behavior in an organized, fun, and respectful way. Learning to behave is as easy as A-B-C, 1-2-3!

Information provided from clerccenter.gallaudet.edu/products/perspectives/sep-oct98/klein.html