Table 3.

The ABCs and BIPs of ABA

Antecedent (A)	Behavior (B)	Consequence (C)
What occurs in the setting immediately before the behavior of interest	What the behavior of interest looks like	What occurs in the setting immediately after the behavior of interest
Behavior Intervention Plans (BIPs)
In an ABC contingency, the teacher collects data by recording what happens in the child’s environment before the behavior and what happens after the behavior. She does this several times in order to find out why the behavior is occurring. There are four reasons why a child might engage in a behavior: to gain attention, to gain a tangible object (e.g., a toy), to escape or avoid something, or to access a sensory experience (e.g., hand flapping or thumb sucking). Based on this information, the team develops a BIP. The BIP outlines interventions that are designed to address the reason for the student’s behavior. An intervention can be used to teach the child a new behavior that is more desired in a school setting so that he can have access to the same reward. Alternative behaviors allow the student to receive, maintain, or escape something in a way that is more appropriate. For example, instead of screaming or shouting out for attention, a child could be taught to say “excuse me” or raise his hand. Additionally, an intervention can be used to teach a new skill. For example, a student who has difficulty talking can be taught to use pictures as a means of communicating his wants and needs.