{"id":6058,"date":"2020-09-16T19:40:11","date_gmt":"2020-09-16T19:40:11","guid":{"rendered":"https:\/\/autismwales.org\/?page_id=6058"},"modified":"2020-09-16T19:51:15","modified_gmt":"2020-09-16T19:51:15","slug":"identifying-triggers-of-challenging-behaviour-from-an-abc-chart","status":"publish","type":"page","link":"https:\/\/neurodivergencewales.org\/en\/parents-carers\/information-for-an-autistic-child\/advice-sheets\/identifying-triggers-of-challenging-behaviour-from-an-abc-chart\/","title":{"rendered":"Identifying Triggers of Challenging Behaviour from an ABC Chart"},"content":{"rendered":"\t\t
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Identifying Triggers of Challenging Behaviour from an ABC Chart<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Home<\/a><\/span><\/span><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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In order to accurately identify triggers and purpose of challenging behaviour you will need to have recorded behaviours using an ABC chart \u2013 see Advice Sheet \u2013 Analysis of Challenging Behaviour in Children with Autistic Spectrum Disorder.<\/p>

Look through your completed ABC chart to look for common patterns the \u2018antecedent\u2019 (what happens before) section. You can use the CRISIS acronym to consider the main issues that may be triggering challenging behaviours in a child with ASD.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Communication<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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did the child understand? Has the child misunderstood?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Routines<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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has there been a change in routine? Has the child been supported to know the routine?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Interaction<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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has there been a social misunderstanding? Does the child understand what is expected of them?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Sensory issues<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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sensory Issues \u2013 is there an increase \/ change in sensory stimuli?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Imagination\u00a0<\/b><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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is the child being expected to use their imagination or be creative?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Subjectivity<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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are you assuming the child is purposely being challenging and behaving accordingly?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Often the behaviour that you see is \u2018functional\u2019, which means that there is a purpose.<\/p>

Behaviours with a clear purpose can include running away to move away from a distressful situation, hitting out to stop someone talking or hiding under a table to stop people looking along with many others.<\/p>

By identifying the trigger or underlying difficulty and then removing the trigger or providing support, you will prevent the behaviour occurring.<\/p>

An example<\/strong><\/p>

The Specific Behaviour:<\/strong>
Screaming at the supermarket.<\/p>

The possible reasons \/ underlying difficulties:<\/strong><\/p>

Communication
<\/strong>I can\u2019t understand how long we are going to be here. I feel anxious, but I don\u2019t understand these feelings and can\u2019t tell anyone about it.<\/p>

Routines
<\/strong>We usually go straight home after school, I don\u2019t like things changing. Does this mean we aren\u2019t going home at all?<\/p>

Interaction<\/strong>
I don\u2019t understand what you expect from me \u2014 what am I supposed to do? Sensory There are bright lights, busy shelves, strong smells and lots of people. I can\u2019t cope with it all.<\/p>

Imagination
<\/strong>You have asked me to choose what dad might like for tea\u2026I can\u2019t guess and don\u2019t know what you want me to say.<\/p>

Subjectivity
<\/strong>You keep telling me to stop being silly, I\u2019m not being silly I am scared.<\/p>

In the above example, there are clear triggers for the behaviour relating to the child\u2019s lack of understanding.<\/p>

You should now look at your ABC chart and see if you can find similar triggers, or ask a professional to help you.<\/p>

If the child\u2019s behaviour is appropriate even if it is undesirable (for example becoming anxious around a change in routine) you should not try to change the behaviour, but rather change the environment (you could try picture planners, or count downs).<\/p>

If sensory issues are the cause of the unwanted behaviour, altering the environment will also be the way to move forward (maybe shopping at quieter places or times of day).<\/p>

Where there are clear triggers, that are related to the child\u2019s ASD, you should always put in additional support and alter the environment to prevent the behaviour reoccurring. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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In order to accurately identify triggers and purpose of challenging behaviour you will need to have recorded behaviours using an ABC chart \u2013 see Advice Sheet \u2013 Analysis of Challenging Behaviour in Children with Autistic Spectrum Disorder. Look through your completed ABC chart to look for common patterns the \u2018antecedent\u2019 (what happens before) section. You […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":231,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-6058","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nIdentifying Triggers of Challenging Behaviour from an ABC Chart - Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/neurodivergencewales.org\/en\/parents-carers\/information-for-an-autistic-child\/advice-sheets\/identifying-triggers-of-challenging-behaviour-from-an-abc-chart\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Identifying Triggers of Challenging Behaviour from an ABC Chart - Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team\" \/>\n<meta property=\"og:description\" content=\"In order to accurately identify triggers and purpose of challenging behaviour you will need to have recorded behaviours using an ABC chart \u2013 see Advice Sheet \u2013 Analysis of Challenging Behaviour in Children with Autistic Spectrum Disorder. 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