Embedded Files
To determine a possible function for the behavior, it is helpful to take data on the antecedents and consequences of the behavior. This is commonly known as ABC data. This is simply data that reflects what happened moments before and after the behavior.
Antecedent
Antecedent
What happens immediately before the behavior (usually within 30 seconds)
Task demand
Lack of attention
Told “no” to item or activity
Transitions
Unstructured time
Environmental or sensory stimuli
Behavior
Behavior
The behavior being targeted for reduction or that you want to learn more about
This could be anything that a person does that is operationally defined.
Consequence
Consequence
What happens immediately after the behavior (usually within 30 seconds)
Praise
Lecture/reprimand
Removal, reduction, or delay of the task
Access to an item or activity
ABC Data Collection
ABC Data Collection
Collecting ABC data does necessitate diverting more time and paying closer attention to the student’s behavior. In order to limit the amount of time spent collecting ABC data, target those classes or activities in which the behavior occurs at the highest rate. If the behavior occurs equally throughout the day, choose a timeframe that works best with your available resources. For example, choose times of day in which you have more staff, fewer students, or lower demands for your attention. Try to take ABC data on three different days or activities to get a representative sample. If the behavior occurs infrequently and unpredictably, record each occurrence throughout the entire day or week to the best of your ability until you have at least three incidents.
Narrative
Narrative
A narrative ABC form is very similar to writing a summary of the incident with the focus on what happened immediately before and after. Because this is written in your own words, more of the context of the situation can be captured. This version is very useful for behaviors that occur infrequently. However, finding patterns in the behavior using this method can be challenging so the structured form is recommended.
A
What happened right before the behavior
Teacher told student to start working on assignment
Teacher told student to stop interrupting
B
The behavior being targeted for reduction
Student threw pencil
Student yelled curse word
C
What happened immediately after the behavior
Teacher gave verbal reprimand
Teacher told student to go to office
ABC Structured Form.pdfStructured
Structured
A structured ABC form provides a list of options for potential antecedents and consequences and you just check off whatever happened. Try to only select one antecedent and consequence for each occurrence of the behavior.
A
What happened right before the behavior
⏹️ Given Demand
⏹️ Asked to wait
⏹️ Item removed/told “no”
⏹️ Engaging in chosen task
⏹️ Transitioning
⏹️ Engaging with peer
⏹️ Teacher providing instructions
⏹️ Teacher talking to peer/adult
⏹️ Given independent work
⏹️ Other: __________
B
The behavior being targeted for reduction
⏹️ Target Behavior 1
⏹️ Target Behavior 2
⏹️ Target Behavior 3
C
What happened immediately after the behavior
⏹️ Peers react (laugh, talk, crowd)
⏹️ Adults react (reprimand, prompt, other adults called to room)
⏹️ Student left alone or removed
⏹️ Work or routine expectation removed, reduced, or avoided
⏹️ Unpleasant sensation removed, reduced, avoided, or delayed
⏹️ Student got/kept preferred item or activity
⏹️ Student engaged in preferred sensory experience
Determining the Primary Function
Determining the Primary Function
After collecting the data, use the provided paper or spreadsheet form to determine the most common triggers and the possible function of the behavior.
In order to graph the data collected on the structured ABC form, follow the link below to get the Google Sheets ABC Data Graphing Template spreadsheet. Click “make a copy” when prompted. Instructions are provided on the first tab of the spreadsheet.
CASE STUDY: ABC's of Jordan's Behavior
CASE STUDY: ABC's of Jordan's Behavior
Let's take a look at a sample of Jordan's ABC data. Does this pattern of behavior look familiar to you?
This ABC data shows that Jordan’s disruptive behavior is consistently happening in response to academic demands or situations requiring compliance—like being asked to sit up, participate, or transition to a new task.
In almost every case, the behavior is followed by adult or peer attention (e.g., being looked at, redirected, or reprimanded). In some situations, the behavior also results in delays or removal from the task.
💡 What this suggests:
Jordan’s disruptive behavior may be functioning to escape tasks he finds difficult or unpleasant and/or to get attention from adults or peers. The repeated pattern of arguing, making noise, and refusing seems to be working for him—either by stalling work or getting a reaction.
Apply it!
Apply it!
Practice taking ABC data from the IRIS Center: https://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
Page updated
Google Sites
Report abuse