Equip 4th grade teachers with practical skills to identify and analyze Antecedents, Behaviors, and Consequences (ABC) in an emotional disability classroom, enabling data-driven behavior management.
Understanding the ABC model empowers teachers to proactively address challenging behaviors, foster positive student interactions, and create supportive learning environments, reducing disruptions and promoting emotional regulation.
4th Grade Teachers
30 minutes
Explain ABC model, model examples, engage in hands-on scenario analysis
10 minutes
5 minutes
10 minutes
10 minutes
3 minutes
2 minutes
Fundamentals of Behavior Management for 4th Grade Emotional Disability Classrooms
30-Minute Tier 1 Session
Presented by: [Your Name]
Welcome participants and set a positive tone. Introduce yourself and share your background in behavior management. Briefly explain that today’s session will help teachers use the ABC model to support students with emotional disabilities.
By the end of this session, you will be able to:
Read through the objectives aloud and emphasize how each will directly impact teachers’ daily practice. Invite quick volunteer to share any prior experience with ABC analysis.
Behavior data drives decisions. The ABC model helps us:
Explain why proactive behavior management matters. Use a quick example of a student interrupting to illustrate reactive vs. proactive approaches.
Walk through each component briefly before diving deeper. Ask participants to jot down definitions as they listen.
Definition: The event, request, or setting that triggers a behavior.
Examples:
Highlight common classroom antecedents (e.g., unclear instructions, transitions). Encourage teachers to share one antecedent they’ve observed.
Definition: The observable and measurable action.
Examples:
Discuss how some behaviors are communication attempts. Emphasize objective language and avoiding labels.
Definition: The event that follows the behavior and influences its future occurrence.
Examples:
Underline that consequences aren’t rewards only—they include any response or outcome. Elicit examples of how consequences can be unintended.
Scenario: During independent reading, Sam bangs his desk and yells “I hate this book!”
Model completing the Behavior ABCs ABC Grid Chart for a sample scenario. Talk through your thought process: “I noticed this antecedent….”
Introduce the hands-on portion. Remind participants to use the Behavior ABCs Case Scenario Cards and record answers on the Behavior ABCs ABC Grid Chart.
Thank you for your engagement!
Explore additional resources for advanced behavior strategies.
Summarize key takeaways and stress the importance of practice. Direct teachers to complete the Behavior ABCs Reflection Worksheet before leaving.
Use this chart to record the Antecedent, Behavior, and Consequence for each case scenario.
Scenario 1: ____________________________________________
Antecedent:
Behavior:
Consequence:
Scenario 2: ____________________________________________
Antecedent:
Behavior:
Consequence:
Scenario 3: ____________________________________________
Antecedent:
Behavior:
Consequence:
Scenario 4: ____________________________________________
Antecedent:
Behavior:
Consequence:
Use these cards in pairs to identify the Antecedent, Behavior, and Consequence for each situation.
Card 1:
During math class, Sam is asked to solve a multi‐step word problem on the board. He crumples his worksheet, throws his pencil, and yells, “This is useless! I can’t do it!”
Card 2:
When the teacher announces it’s time to transition from recess to reading, Mia covers her ears, rocks back and forth in her chair, and refuses to come to the carpet.
Card 3:
Jordan accidentally knocks over Taylor’s pencil case. Taylor shouts, “You always ruin my stuff!” and shoves Jordan’s shoulder, spilling pencils everywhere.
Card 4:
During a small-group activity, Alex’s suggestion is ignored by peers. He begins to sob, bangs his fists on the table, and says, “Nobody ever listens to me!”
Teacher says:
“Good afternoon, everyone! Welcome to our session, Behavior ABCs Unlocked. My name is [Your Name], and I’ve worked in behavior management in emotional disability classrooms for [X years]. I’m so glad you’re here.
“Today, in just 30 minutes, we’ll accomplish three key objectives:
“By the end of this session, you’ll feel confident spotting triggers, describing student actions objectively, and choosing responses that support positive outcomes.
“Before we begin, has anyone here used the ABC model before? [Pause for show of hands or brief sharing.] Perfect—whether you’re new to it or have tried it once, today’s activities will deepen your skill set.”
(Advance to slide 2 of the Behavior ABCs Slide Deck)
Teacher says:
“Let’s start with the definitions. I’ll walk us through each component, then we’ll see a quick example.
(Advance to slide 3)
“Antecedent—this is what happens immediately before a behavior. It could be a request, an environmental change, or something a peer says.
(Advance to slide 4)
“Behavior—the observable, measurable action a student takes. Call out exactly what you see, without labels or judgments.
(Advance to slide 5)
“Consequence—what happens right after the behavior. That outcome influences whether the behavior happens again.
“Why does this matter? When we track ABCs, we learn why behaviors occur, predict challenges, and plan supports before things escalate.
(Advance to slide 6: Antecedent)
“Take a look at these common antecedents: no warning before a transition, peer teasing, or a question that’s too hard. Think of a time you saw one of these in your class—what did you notice?
(Pause for 2–3 responses.)
(Advance to slide 7: Behavior)
“Behaviors might include calling out, leaving the seat, or physical outbursts. Notice how we describe exactly what happened.
(Advance to slide 8: Consequence)
“Consequences include teacher or peer attention, loss of privileges, or a calm redirection. Remember, attention can be positive or negative, but it still counts.
“Now, watch me model the process.”
(Advance to slide 9: Sample Scenario Analysis)
“Scenario: During independent reading, Sam bangs his desk and yells, ‘I hate this book!’
(Display Behavior ABCs ABC Grid Chart on screen and fill in each column while narrating your thinking.)
“Notice how I observed, wrote just the facts, and then matched the outcome. That’s our model!”
Teacher says:
“Now it’s your turn to practice. Please pair up and grab one of the Behavior ABCs Case Scenario Cards. Use the Behavior ABCs ABC Grid Chart to record your work.
“Here’s what to do:
“I’ll circulate to listen, ask guiding questions like, ‘What clues did you see?’ or ‘How might a different consequence change the outcome?’ Take about 7 minutes, then we’ll debrief together.”
(Circulate, prompt pairs, and provide feedback.)
Teacher says:
“Welcome back, everyone! Let’s hear one pair’s analysis. Who would like to share their Antecedent, Behavior, and Consequence for Card 2?”
(Invite volunteer—listen and affirm: “Great job noticing the transition announcement triggered the behavior.”)
“Did anyone identify a different antecedent or consequence for the same scenario? [Pause for brief responses.] Wonderful—this shows how nuances matter. The more precisely we describe, the clearer our interventions.
“Any quick questions about using the ABC model before we finish?”
Teacher says:
“To close, please take a Behavior ABCs Reflection Worksheet. Jot down two ways you’ll integrate the ABC model in upcoming lessons and one area where you’d like more support or practice.
“As you leave, keep practicing ABC analysis in real time. Small notes during the day will build your data bank and help you catch behaviors before they escalate.
“Thank you for your energy and insights today! For more strategies on behavior support, check out the resources linked at the end of the slide deck. Have a great rest of your day!”
Use this worksheet to reflect on today’s session and plan how you will apply the ABC model in your classroom.
