STRUCTURED ABC DATA ANALYSIS FORM

Date: / Name:
Behavior 1 (BX1) / Behavior 2 (BX2) / Behavior 3 (BX3)
Define: / Define / Define:
Time
Initials / Duration / Antecedent
(Event) / Behavior (Response) / Consequence
(Result) / Hypothesized Function
Episode 1
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 2
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 3
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 4
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 5
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 6
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
Episode 7
/ >5 / 35
10 / 40
15 / 45
20 / 50
25 / 55
30 / 60
/ Demand Placed
Ex
At
Ex
Ta
Staff Ignored
Transition
Food/Item Taken /
BX1
BX2
BX3 / Ex
At
At
Ex
Ignore
Attention
Redirect
Removal / Escape
Attention
Tangible
TOTAL / Minutes / Antecedents / Behaviors / Consequences / Function
Bx1 / DP__ SI__ T__ FIT__ / ___ / Ig__ At__ Rd__Rm__ / Es__ At__ Tn__
Bx2 / DP__ SI__ T__ FIT__ / ___ / Ig__ At__ Rd__Rm__ / Es__ At__ Tn__
Bx3 / DP__ SI__ T__ FIT__ / ___ / Ig__ At__ Rd__Rm__ / Es__ At__ Tn__

INSTRUCTIONS

STEP 1

  • Each row represents and EPISODE of behavior.
  • Episodes may have many instances of behavior (hitting, kicking, running away, etc but are all part of the same episode, which was triggered by some event.
  • Record occurrence of the specific target behavior, document the antecedent that most likely started the behavior, and record how staff responded to manage the behavior.
  • Be Concise but accurate, don’t delay in entering information
  • Initial and list location for each occurrence of behavior
  • Document to the nearest 5 minute interval, how much time the student engaged in the episode.

STEP 2

  • At the end of the day, take a few minutes to add up each column and put the totals at the bottom. Separate the data recorded for each target behavior. There are rows at the bottom for each behavior (BX1, BX2, BX3) to help keep the data separate.
  • Add all minute intervals to obtain a daily total time spent in an episode of the target behaviors.

STEP 3

  • Transfer your Total Count for BX1, BX2, and BX3 to the associated Excel graph
  • Do the same for any Duration data you may be tracking.

.

TIPS:

Antecedent

  • Demands Placed – Staff asking child to do something
  • Transition – student is changing from one location to another or from one activity to another
  • Staff Ignored – student directs behavior at specific person to obtain interaction or object.

Behavior

  • Target Behaviors defined at the top of the ABC data sheet.
  • Only record an episode if you observe the behavior and it fits the definition of the behaviors.
  • If you observe a behavior occur that does not fit the definition, make a note on the back of the sheet, but do NOT record this as a behavior. Share this observation with the team to determine if this is a specific behavior that should be tracked.

Consequence

  • Ignore/No Attent – Staff withhold attention in the presence of the target behavior, remain neutral, no eye contact or verbal comments
  • Attention – Staff provide attention to a child in the presence of a target behavior (sometimes this is done unintentionally)
  • Removal – Staff remove student from an area or location to a more secure location where the target behaviors may be better managed.
  • Redirection – Staff provide short, concrete directive requiring child to complete task asked of them, may involve hand over hand assistance

Revised 10/28/13