When supporting individuals who present with behaviours of concern, documenting incidents accurately and consistently is essential. One of the most widely used methods for this is the A-B-C (Antecedent-Behaviour-Consequence) Incident Report. These reports help caregivers, educators, disability support staff, therapists, and behavioural specialists understand patterns of behaviour, identify triggers, and develop effective support strategies.
ABC charts are another crucial tool for recording and analysing behaviours by identifying antecedents, behaviours, and consequences. They are essential for developing effective strategies to manage both challenging and positive behaviours.
For more help with ABC Reports and all aspects of behaviour management, refer to the Behaviour Help App to see how it can help in education and care settings to create ABC Incident Reports and full Functional Behaviour Assessments.
However, many people (e.g. parents, teacher assistants, disability support staff) are asked to complete the ABC incident reports without proper training, leaving them unsure of what to include or how to structure their observations. This article will provide a clear, step-by-step guide to writing a comprehensive and useful A-B-C Incident Report.
We’ll start by explaining what an A-B-C Incident Report is, where it is used, and why it is a vital tool for behavioural assessment. Then, we’ll break down the exact process of writing an effective report, covering what details to include, how to maintain accuracy, and best practices for ensuring your report is useful for behavioural analysis and support planning.
By the end of this guide, you’ll have a solid understanding of how to write A-B-C reports confidently, ensuring they provide valuable insights that help individuals receive the best possible support.
Understanding the ABC Model
What is the ABC Model?
The Antecedent-Behaviour-Consequence (ABC) model is a research-backed approach to understanding and guiding behaviour. It is a framework used to analyse and understand the relationship between events that precede a behaviour (antecedent), the behaviour itself, and the events that follow the behaviour (consequence). The ABC model is a cornerstone of evidence-based strategies in behaviour analysis, particularly in applied behaviour analysis (ABA). By breaking down behaviours into these three components, the ABC model provides a structured way to identify the triggers and outcomes of particular behaviours, making it easier to develop effective interventions.
How Does the ABC Model Work?
The ABC model works by breaking down behaviour into three key components: antecedent, behaviour, and consequence. The antecedent is the event or situation that precedes the behaviour, the behaviour is the action or response exhibited by the individual, and the consequence is the event or outcome that follows the behaviour. By analysing these three components, the ABC model helps to identify patterns and develop proactive strategies to encourage positive behaviours while reducing challenging behaviours. This systematic approach allows educators, practitioners, and support staff to understand the context of a behaviour, making it possible to implement targeted interventions that promote positive behaviour and mitigate problematic behaviour.
What is an ABC Incident report?
An A-B-C (Antecedent-behaviour-Consequence) Incident Report is a structured method for recording and analysing behaviours of concern. The ABC model is designed to collect information. It helps identify patterns in what triggers an undesired behaviour, how the behaviour presents, and what happens as a result. This insight is crucial for developing effective proactive strategies to manage and reduce disruptive behaviours by understanding the antecedents to when the behaviour occurs, promoting positive outcomes in a classroom environment, care, and healthcare settings.
The A-B-C model breaks incidents down into three key components:
-
Antecedent (A): What happened immediately before the behaviour? This could include environmental factors, interactions, instructions, or events that may have triggered the response. Undertaking an ABC report is essential to identify antecedents. Often common antecedents emerge as we embark on understanding behaviour. An antecedent might be a form of social interactions or something in the student’s environment for example but it’s always an observable action.
-
Behaviour (B): What was the observable behaviour? This is a factual description of what the individual did, without interpretation or assumptions. Certain behaviours might be considered to be behaviours of concern.
-
Consequence (C): What followed the behaviour? This includes how others responded, what actions were taken, and what immediate outcomes occurred.
By consistently recording incidents using this format, patterns can emerge, allowing disability support staff, therapists, and educators to pinpoint triggers, assess responses, and implement more effective behaviour support strategies.
ABC Incident Reports with Setting Events
Setting events can be added to the ABC Incident Report as an additional piece of the report before the antecedent. A setting event is a background factor that has influenced the behaviour triggered by the antecedents present in the immediate monents before it.
For example, a bad night's sleep can have a profound impact on functioning during the day. Rather than being an antecedent which somehow triggered the behaviour, the background factor (lack of sleep) contributed to the overall problem.
Other examples of background factors or setting events inlcude:
- Illness
- Pain
- Hunger
- Changes in routine
- Previous conflict
- Crowded spaces
- Extreme temperatures
- Staffing ratio changes
- Moving to a new location
The addition of settings and events can really help inform the positive behaviour support strategy that is created as a result of the ABC report.
ABC reports are widely used in schools, disability support services, healthcare, and correctional settings to manage challenging behaviours, improve learning environments, and enhance the quality of care. In a classroom, for example, they might help educators understand what leads to disruptive outbursts and develop strategies to create a more supportive and structured learning environment.
We have created an example ABC Incident Report that you can download here. It's a great way to see a real ABC report in action. Of course we have made the data on the report anonymous. Here's the example report:
Download example ABC Incident Report
In the next section, we’ll explore exactly how to write an effective A-B-C Incident Report, ensuring it provides valuable, actionable insights for behaviour management.
Positive Behaviour Support and behaviour Analysis
ABC Incident Reports play a crucial role in Positive behaviour Support (PBS), a proactive approach to understanding and managing behaviours of concern. By identifying patterns in what triggers a behaviour and how it is reinforced, ABC data helps support teams develop personalised strategies that focus on reducing triggers, teaching alternative skills, and reinforcing positive behaviours.
Understanding the particular behaviour is essential in identifying the triggers and outcomes associated with it, which is a key aspect of behavioural psychology.
As part of a Functional behavioural Assessment (FBA), ABC reports provide essential data that helps professionals determine the purpose of a behaviour—whether it is to seek attention, escape a situation, or fulfil a sensory need. This information is then used to create individualised support plans that promote long-term behavioural improvements, rather than just reacting to incidents as they occur.
Why is the Antecedent behaviour Consequence Model Essential for Engendering Change in a Child's behaviour?
Writing a detailed and objective A-B-C Incident Report is crucial for managing challenging behaviours creating meaningful behavioural change. A well-documented report ensures that all stakeholders—including support staff, supervisors, families, and external agencies—can accurately understand and visualise what occurred, even if they were not present.
A clear and objective report eliminates ambiguity, allowing readers to grasp the sequence of events without misinterpretation. By focusing on facts rather than opinions or assumptions, the report highlights patterns in behaviour, making it easier to identify underlying triggers and develop effective intervention strategies.
Accurate ABC reports inform decision-making, ensuring that behaviour support plans are based on real observations rather than guesswork. They also serve as valuable learning tools for staff, helping them recognise triggers and refine their approach to managing similar situations in the future. By consistently recording antecedents, behaviours, and consequences, teams can move beyond reactive responses and implement proactive strategies that prevent incidents, support positive behaviour, and improve overall outcomes for the individuals in their care or special education.
With all stakeholders operating on the same baseline with the shared ABC Incident Reporting techniques, positive strategies can be developed to manage the undesirable behaviour and these can be implemented consistently creating positive reinforcement for the plan.
Effective ABC Recording to Gather Information - Practical Advice for Educators, Practitioners, and Support Staff
Effective ABC recording is crucial in gathering information to understand and address challenging behaviours. Here are some practical tips for educators, practitioners, and support staff:
-
Define the specific behaviour: Clearly define the specific behaviour you want to address and track. This ensures that everyone involved is on the same page and knows exactly what to look for.
-
Determine when and where to take records: Identify the best times and places to observe and record the behaviour. Ensure you have a clear understanding of the setting, antecedent, behaviour, and consequence.
-
Use a ABC chart: Utilise a ABC chart to record data. This helps maintain consistency and makes it easier to compare and analyse data over time.
-
Record data objectively: Focus on observable behaviours and events. Avoid making assumptions or interpretations about the individual’s intentions or emotions.
-
Collect data for a given time period: For most behaviour tracking, a 3- to 6-week timeframe is a good balance between capturing enough data and avoiding excessive delays in intervention. However, adjustments should be made based on behaviour frequency, intensity and duration.
By following these practical tips, educators and support staff can effectively gather and analyse data, leading to more informed and effective behaviour support strategies.
Effective ABC Recording to Gather Information - Practical Advice for Educators, Practitioners and Support Staff
Once we understand why A-B-C Incident Reports are essential, the next step is learning how to write them effectively. A well-structured report provides clear, actionable insights that can be used to inform behaviour support strategies and improve outcomes for the individuals in your care.
Identifying triggers, actions, and consequences is crucial for changing student behaviours. By understanding these elements, educators can effectively address and modify student behaviours.
In this section, we’ll break down the key components of writing an effective ABC report, covering specificity, objectivity, chronological structure, descriptive details, and accessibility. We’ll also explore the practical aspects of where and how to record these reports—whether on paper, in a logbook, or using digital tools like the Behaviour Help App, which streamlines functional behaviour assessments, including ABC reports. Data collectors complete the form online and submit behavioural incidents that are stored in the Behaviour Help app's incident register.
The Behaviour Help App then analyses the ABC incident reports to identify patterns in behavior, triggers, and consequences. This analysis helps in:
- Understanding what events or conditions (antecedents) lead to certain behaviours.
- Identifying specific behaviours and their frequency, intensity, and duration.
- Determining how people respond to the behaviour (consequences) and whether those responses reinforce the behaviour.
- Suggesting strategies and interventions to prevent similar incidents in the future.
It’s important to keep ABC reports readily accessible so that they can be completed as soon as possible after an incident. Whether recorded on a standardised template, a dedicated notebook, or a secure digital platform, reports should be stored in a way that ensures they are easy to retrieve, review, and analyse when needed.
Before diving into the specific steps of writing a strong ABC report, let’s start with some general best practices to ensure your documentation is clear, useful, and effective.
General Advice for Writing ABC Reports
Creating a clear and effective A-B-C Incident Report requires attention to detail and a commitment to objective, factual recording of the student's behaviour. Here are some essential tips to ensure your reports are accurate, insightful, and useful for behaviour management:
Be Specific
Use precise language and include exact times, locations, and actions. Specificity helps readers understand exactly what happened, reducing the risk of misinterpretation. For example, instead of saying "acted out," describe the behaviour as "threw a chair across the room at 10:15 am in the classroom."
Stick to Facts
Avoid adding interpretations, opinions, or emotional language. Reports should be objective, focusing solely on observable facts. Rather than stating, "He was angry," describe what you saw—such as "raised his voice and clenched his fists."
Chronological Order:
Present events in the order they occurred. A logical, chronological structure helps readers follow the sequence of events, making it easier to identify patterns and triggers.
Use Descriptive Details:
Incorporate sensory details to create a vivid picture of the incident. Descriptions like "a loud noise startled the group" or "red marks were visible on the table" can provide important context that might not be obvious from a brief summary.
Avoid Jargon:
Use clear and accessible language that can be easily understood by everyone, including families, supervisors, and external agencies. Avoid technical terms or acronyms that may not be familiar to all readers.
Recording Setting and Antecedent Information
By clearly identifying these factors, parents, educators, support staff and practitioners can begin to recognise patterns and triggers that influence behaviour. Recognising these triggers is crucial for developing strategies to manage undesirable behaviours effectively.
Key Aspects to Include:
-
Describe the environment – Where did the incident take place? (e.g., classroom, dining area, playground)
-
Identify people involved – Who was present? Were there specific interactions or dynamics at play?
-
Note any key events or actions – What happened just before the behaviour? Was a request made, a change in routine introduced, or an unexpected event observed?
Example Antecedent Report:
Objective and Specific:
"Mary looked at her plate and then at John’s plate. Mary then reached over and took roll from John's plate without asking. John became visibly upset, raised his voice, and said, “That’s mine!” In response, Mary laughed."
Less Effective:
"Mary was being cheeky and stole John’s bread. John got annoyed and made a fuss."
(This version is subjective, lacks detail, and does not specify the exact sequence of events.)
Detailed documentation, Helps to gain insights into what triggers certain behaviours and develop strategies to minimise distress, prevent future incidents, and encourage positive interactions.
Next, we’ll break down how to document the behaviour itself, ensuring it is recorded accurately and without bias.
Behaviour: Clearly Describing the Actions Observed
The behaviour section of an ABC Incident Report should provide a factual, objective account of what the individual did in response to the antecedent. It is essential to describe actions clearly without interpreting intentions, assigning blame, or making assumptions.
Key Aspects to Include:
-
Be precise and detailed – What exactly did the person do?
-
Focus on observable actions – Avoid describing emotions unless they are visibly expressed (e.g., "John clenched his fists and shouted," rather than "John was angry").
-
Avoid assumptions – Do not suggest why the person behaved a certain way (e.g., "John pushed Mary because he was frustrated"). Instead, stick to the facts.
Example behaviour Report:
Objective and Specific:
"John stood up and lightly pushed Mary’s arm, causing her to spill her drink."
Less Effective:
"John got angry and tried to hurt Mary."
(This version assumes John’s emotions and intent rather than focusing on observable behaviour.)
By documenting only what was seen and heard, the behaviour section ensures that reports are accurate, useful, and free from bias. This helps behaviour specialists and support teams develop appropriate responses and effective intervention strategies.
Next, we’ll explore how to record the consequence, which provides insight into how the situation was handled and what happened immediately after the behaviour.
Consequence: Documenting Responses and Outcomes
The consequence section of an ABC Incident Report describes what happened immediately after the behaviour. This includes how staff or others responded, any de-escalation techniques used, and how the situation was resolved. The goal is to capture the outcome clearly, as this can help identify patterns in reinforcement and guide future interventions.
Key Aspects to Include:
-
Outline how others responded – What actions did staff or bystanders take?
-
Describe de-escalation or resolution strategies – Were any calming techniques used? Were individuals separated or redirected?
-
Record behavioural outcomes – How did the individuals involved react after the incident?
Example:
Objective and Specific:
Lucy, the staff member on shift, observed the situation from the kitchen table and calmly asked Mary and John if they wanted to move somewhere else finish their lunch. John moved to the couch, while Mary remained at the dining table. Lucy then used a damp towel to clean up the spilled drink before speaking to them separately. John appeared angry but did not display any further physical aggression. He expressed his frustration, saying, “She always takes my stuff.” Mary, on the other hand, looked confused and did not understand why her actions had upset John. Lucy explained that taking John's food without asking had made him feel frustrated. She then discussed alternative ways Mary could express her needs if she felt hungry in the future. Finally, Lucy encouraged Mary to apologise to John, which he accepted.
Less Effective:
"Lucy told them to calm down. John was sent to the couch to finished his meal and Mary was told to stay at the dining table'. "
(This lacks detail about staff intervention, escalation prevention, and how the situation was resolved.)
By thoroughly documenting consequences, support teams can assess how different responses influence behaviour over time. This helps in refining behaviour management and prevention plans, ensuring that strategies effectively promote positive outcomes and prevent future incidents.
With the full ABC process outlined, the next step is to explore how these reports inform behaviour support plans and how tools like the Behaviour Help App can streamline documentation and analysis.