Behavior often communicates a need that a child cannot yet express in another way.
This week, we used the ABC Model to examine what happens before, during, and after a behavior. By identifying possible triggers, we practiced responding with support instead of punishment.
“When we look beyond the behavior, we often discover the need beneath it.”
All ten volunteers attended our fourth training session on Positive Behavior Support. We learned to approach challenging behavior with curiosity and ask what the child may be communicating.
We examined the ABC Model: Antecedent, Behavior, and Consequence. The antecedent is what happens immediately before a behavior, the behavior is the observable action, and the consequence is what follows it.
This structure helps mentors identify patterns without labeling a child as difficult or uncooperative. Instead of focusing only on stopping the behavior, we can consider whether the activity, environment, or instructions should be adjusted.
Noah suggested that throwing a glue stick might be related to tactile defensiveness rather than intentional disruption. Hannah proposed introducing Break Cards so buddies could communicate when they needed to pause or step away.
During our role-play, a buddy threw craft materials after receiving a multi-step task. Ethan and Ella divided the activity into smaller, manageable steps. This strategy, known as scaffolding, allowed the buddy to complete one part at a time with less frustration.
We learned that behavior can provide valuable clues. When mentors respond thoughtfully, they can reduce stress while helping buddies develop safer and more effective ways to communicate their needs.