When it’s difficult to determine the function of a student’s behavior, a teacher may benefit from using a behavior plan that indicates the use of an A-B-C form. An A-B-C form provides a format for teachers to write down the A ntecedent — what happened directly before the behavior, the B ehavior — what the student specifically did, and the C onsequence — what happened directly after the behavior that maintained the behavior. The following document is an example of an A-B-C form:
Sample A-B-C form Open as PDF (46 KB, 1 page) Additionally, teachers should use concrete language to eliminate abstract concepts. Many individuals with ASD are quite literal and may misunderstand abstract sayings. For example, if a teacher comments on the weather by saying, “It is raining cats and dogs out there,” the student with ASD may be very confused as to whether that is possible!