A-B-C Chart

Part 3
Students name: ______________________________________

School/site: ________________

Observed from ___/___/___ to ___/___/___ Completed by: ______________________________

Behavior of concern: (be specific and clear) __Student is blatantly disregarding what teachers are
saying, and chooses to distract class by acting unruly.
Date/Start
& end time

A=Antecedent: Location,

B=Behavior What did the

C=Consequence What

activity, people, etc.

child do?

happened after the behavior

As the teacher transitions

the class from math to
reading, he asks the
students to take out their
reading textbooks and
prepare for the lesson.

Kayla loudly declared I

think I want to do math
right now. She then
refused to take out the
correct textbook, and
repeatedly talked back to
the teacher.

After Kayla shouted out,

and said she was not
reading, another student
joined in and said they
also did not want to do the
reading lesson. This began
an ongoing situation
where students were
talking back to the
teacher, and refusing to
participate. The teacher
responded in a calm
manner, repeatedly
redirecting Kayla to the
lesson, and praising other
students that were on task
to take focus off of her.

Observer
Initials

Our group hypothesized that when the class is at a point of transition between subjects,
Kayla feels it is acceptable to act out and draw attention to herself and off of her teacher. When she
does this, she is doing it in an attempt to gain control of the classroom, and ensure all attention is on
her. We believe this may stem from a lack of attention in her home life, or a fear of
transition/change stemming from past issues at home and school.
Our group noticed that as soon as the teacher acknowledged Kaylas outbursts and addressed
her, she seemed to gain control of the situation and take power away from her teacher. This issue
could be resolved by having the teacher simply focus on praising other students positive actions,
while ignoring her negative actions. Kayla can be allowed an extra few minutes to catch up to the
class, and will be praised when she follows directions. If she continues to act out, she will receive a
phone call home, and will have her seat moved away from students she interacts with constantly.

2009 D75 Forms

Part 4

1. Three rules:
Students will actively participate in lessons in a respectful manner, positively
responding to other students responses.
Students will raise their hand if/when they encounter an issue with the lesson
and/or other students, and will actively work to not shout out any frustrations.
Students will keep their hands and feet to themselves, and will get up and away
from their group to walk off any agitation instead of getting aggressive with other
students.
2. Write procedures for:
a. When entering the classroom, students will use walking feet and be respectful of
their desk neighbors. If this rule is broken, students will have the opportunity to exit
and re-enter the room the correct way.
b. During large group instruction, students will avoid shouting out answers, and instead
focus on waiting until they are called on. Students will also keep conversations on
topic, and wait until the teacher is done instructing before they begin conversing.
c. When completing individual work, students will
d. Students will be dismissed by groups to get their backpacks from their cubbies, and
will then pack up. Afterwards, they will put up their chairs, and line up in small lines
based on if they are parent pick-up, bus, walking, etc.
3. The rules and procedures in my classroom will be displayed on posters throughout the
class. During the first week of school, students will have an opportunity to create visual
representations of the rules as part of an art/classroom procedure lesson. These visual
representations will be kept in their folders all year so they can look back and remind
themselves of what positive behavior they should be exhibiting.
4. When teaching math:
Students will begin by getting out their textbook, workbook, pencil, etc.
All other supplies and books will be put away so students can focus on one
subject at a time.
During the lesson, the teacher will stop after each new part taught, and check to
see if anyone has any questions.
During group/individual work, students will be encouraged to work together if
there are any questions in order to practice social skills while helping each other
learn.
5. I plan to create a calm and positive environment in my classroom by ensuring that all of
my students feel comfortable approaching me with any issues they may come across. By
maintaining an open level of communication, students that may struggle in certain
aspects of learning will not feel like their issues do not matter, and will instead feel
confident in asking for help when they need it.

2009 D75 Forms