| Antecedent | Behavior | Consequent |
| Kyle was sitting with a peer on a mat, trying to model random things they could think of using plasticine. The teacher interrupted them, requiring them to change their activity and grab a math book to proceed to study mathematics. | Kyle looked at the teacher, angry, went over to the area where other modeling equipment is kept, and threw all of them on the floor. | Kyle was directed to leave the modeling area and sit outside the principal office. |
| Kyle entered a classroom where other kids were learning how to dance. The music was loud, and most children were in a frenzy of activity, trying to dance as directed by the instructor | Kyle walked straight to the system and pulled it down, intending to stop the music and the dancing. He was angry and it seemed nothing could stop him. | Kyle was directed out and into another class where there was soft music and only a few children seated waiting to be directed on what to do one by one. |
The tool explains the context within which Kyle, a child with autistic spectrum disorder, is influenced to behave in different ways and what happens after the behavior. It portrays him in different contexts and the measures taken when he is unsettled, mainly because of events changes.
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The above tool is the appropriate measure of ABCs of behavior because it depicts a child's behavior in different unique situations and environments. It also shows how the child behaves in a new environment, while with other children, and in a context where he is not collaborating with other students. Therefore, it gives a holistic view of the child and the impact the various changes have on his behavior. With the dynamic and holistic perspective, it is possible to strategize around the necessary interventions.
