ABC Model, Intervention Planning,  Reinforcers, & Crisis Cycle

In this section you will learn the ABC model, intervention planning, and reinforcers.

ABC Model: 

Everyone’s behavior communicates something and can be positively or negatively reinforced. We should also take a look at the “ABC Model” which is used to understand behaviors and change unwanted or problematic behaviors.  

A = Antecedent – what took place before the behavior and may have caused it 

B = Behavior – anything a person does 

C = Consequence – what took place after the behavior  

Collecting data on behavioral observations will provide a comprehensive assessment and identify any trends with behaviors occurring. We can gain a better understanding of why a behavior may be happening or what the person attempts to achieve or avoid. We may recognize something in the environment or setting that triggers this person’s behavior or we may see a desired outcome achieved which reinforces the behavior to continue. Data collection includes very specific documentation of the entire event and should be collected regularly and consistently.  

Questions worth asking in this stage: 

• What is the specific behavior and when does it occur?  

• What happened immediately before the behavior occurred?  

• Does it change or stay the same each time it occurs?  

• How long does the behavior last?  

• How intense was the behavior? How does the intensity of the behavior affect the worksite?   

• What happened immediately after the behavior? What did the person do? What did others around him or her do? What did YOU do?  

• Did the environment change immediately before the behavior? Temperature, noise level, light, sound? Other environmental factor changes?  

• Is this behavior something that has occurred previously or is it ongoing? 

Unless someone shares serious and severe behavioral challenges upon intake or first meeting, I encourage you to gather your baseline data FIRST. Historical data and information from a person’s file including school/work history, medical records, etc. can be helpful in highlighting any long-term patterns if there are present concerns. But, if not, look at someone’s current behaviors and need for support before analyzing too much into their past. People and their circumstances can change over time, and looking only at a person’s past could affect and exacerbate what you see now. 

Side Note: 

As we have identified, we all communicate through behaviors and thus, not all behaviors are bad. Some behaviors may be annoying (being totally honest), but if the behavior is not causing harm to self, others, property, and is not illegal or detrimental to success at work, it may not need to be modified or eliminated. We have to be mindful of a person’s individuality and uniqueness – we are not here to change that! We are here to intervene when a behavior is complicating their success at work or preventing their fulfillment of a good life.  

When we observe inappropriate work or social behaviors, we look to see how we can change the antecedent or trigger if there is one, and how to adjust consequences to reduce recurrence. We focus on what we can teach, increase, or replace. Natural supports as discussed in WPS 101 assists us in delivering strategies and removing a person’s sole reliance on us, consequently prompting the person’s independence.  

Intervention Planning: 

Once we have identified the specific unwanted behavior that needs to be modified or eliminated, we create a plan for interventions. This means customizing the actions to the very specific behavior and considering ALL of the reasons it is occurring. We ask the person supported how they learn best and tailor to their needs. Next, we need to think about alternatives or "replacement behaviors" that allow them to address their feelings in a more acceptable way. Just because we see the behavior and possible root cause, it does not mean the need will go away. We offer the person choices regarding their interventions. Replacement behaviors should be appropriate and specific for the workplace. The best solutions are those that are natural and least intrusive. These can be carried out by people other than only a Job Coach. Since we are not in the picture 100% of the time, the plan should include who else is in this person’s life and environment that can offer support. Ideally, our strategies will promote independence and the ability to manage feelings in a positive way without constant supervision. However, this may take time to build up to.  

For example, we supported someone who would have verbal outbursts of frustration when he was overwhelmed. This behavior was often directed to his coworkers and supervisors. We enlisted help from our Behavioral Services team who offered a positive intervention. We implemented a strategy where the person put a paperclip in his pocket at the beginning of every shift. When he became overwhelmed or frustrated, he removed the paperclip from his pocket and put it in another pocket in his work pants. Every time he felt this way, he moved the paperclip back and forth instead of reacting.  Instead of saying anything verbally or physically showing his frustration, he quietly moved his paperclip. This subtle, yet genius, suggestion was hidden from other coworkers - it didn’t draw unwanted attention – and it helped him keep his job. We implemented this strategy and observed its effectiveness. It did not require supervision from a Job Coach; it allowed him independence. An intervention like this can also snowball into further positivity such as receiving compliments, recognition, more responsibilities, a promotion, etc.  

Crisis Cycle

As we understand the ABC Model, we should also have an understanding the crisis cycle so we can implement de-escalation strategies. 

At baseline, the person supported is doing well, possibly doing tasks that they enjoy, and currently utilizing or not needing intervention strategies.

We may observe a trigger take place in the environment such as a hasty coworker causing the person to feel rushed, someone dropped and broke a bottle of marinara sauce so cleanup is required, a change of song on the overhead sound system, etc.  A trigger can be something obvious and blatant, or miniscule and seemingly insignificant but either way, it can be very impactful to the person supported. If or when we notice something may have occurred, let’s identify what happened, change the focus, and stop the trigger.

For example, if the person is noticeably troubled, calmly ask what happened or if they need to step away from their current position. Allow the person a minute to remove themselves from the trigger before it gets bigger, if that’s an option. This is contingent upon what their tasks and responsibilities include. As we see this person’s behavior become escalated, we want to provide choices and a safe option.  This means asking, “Would you like to take a 1 minute break?” or “After you finish bagging this customer’s groceries, would you like to go to the break room for a drink of water?”  Suggest strategies that can calm this person’s nervous system before more escalated behavior erupts and without disrupting the flow of business. This is tricky – there are a lot of components here for you to consider, so this is why I encourage you to preemptively plan for what those choices might be or what your intervention plan would be, if needed. It allows you to quickly intervene without having to pause and derive a plan.

By offering choices and a safe option, we have hopefully changed the focus away from the trigger so we can regroup and return to tasks without escalation.  If that didn’t happen, if that person was not able to calm down and instead their behaviors heightened, we will notice increasing behaviors until they reach a peak. At this point, the person could be raising their voice, throwing items, flapping arms, humming, or other stimming behavior. During this phase of the crisis cycle, it is likely that the person is not able to complete their tasks and their behavior has become disruptive and distracting in the workplace. We also need to prevent the person from injuring themselves, others, and property. We need to offer an exit from this space such as asking if the person would like to step outside or go to the breakroom.  If possible, frame your questions where it is easy for the person to respond with yes, so we avoid any further frustration or confusion with our communication.

As the person is able to regulate their emotions and settle from their escalated state, we are there to listen and provide calming strategies. If taking 10 deep breaths seems to be helping, reinforce and praise that safe choice. Without being punitive or corrective, talk through the scenario which led to escalation and what exactly the trigger was so it can be avoided. Wait to do this until a person is out of the escalated state. When the person is ready, you can prompt for them to return to work with the same task as before, or possibly a new task to avoid re-escalation.

During this recovery state, we are observing and providing minimal effort. We are bystanders observing the full situation as the person continues to settle and regulate emotions; we do not want to add stress to an already stressful situation. As this person returns to work at their calm state, otherwise known as their baseline, we will continue to offer positive praise and reinforcement. Return to positive behavior support strategies. Once removed from that shift, we can analyze and discuss strategies for the future and prevention. For their privacy, have that conversation 1:1 as they may already be upset or embarrassed by events occurred.

A few extra things to remember…

Just because someone can do something at baseline, doesn’t mean they can do it during escalation. Heightened emotions will interfere with our typical ability to complete tasks. And when a person supported is escalated, we as staff or “caregiver” are not at baseline. Caught off guard by escalated behavior, we may also be in a heightened emotion state. We will likely experience stress and frustration instead of calmness and positivity. Please take notice of your reactivity during these experiences and analyze how to remain as calm and settled as possible. 

Reinforcers: 

A reinforcer is what follows a behavior and increases the occurrence of the behavior in the future. Some common reinforcers include preferred food, drinks, money, activities (video games, music, etc.), social interaction and engagement. There are positive and negative reinforcers, and we must consider the most age appropriate. Something that reinforced positive behavior in a person’s youth may change and become less effective into their adulthood. We can observe, ask, and offer options when trying to see if something is an effective reinforcer!   

Going back to our original work example, if someone refuses to work with their coworkers but they have a goal of making more friends, it would be reinforcing to them to have working relationships and make friends to do extracurricular activities with. If they were encouraged to complete tasks alongside their coworkers such as bagging groceries with another coworker during busy time and was told “Great job!” by their supervisor, this positive feedback may fulfill their need for recognition and reinforce them to help coworkers more often.  Moreover, their coworker may thank them for helping, then strike up a conversation with them during break time about their favorite sports team and find that they share common interests and become friends outside of work.  

Reinforce your learning by answering these three questions.