Virtual Strategy: ABC Data

Ashley Bauer Author

08/28/2023 Added

59 Plays

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ABC Data

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[00:00:00.125](chalk tapping)
[00:00:04.560]ABC data is a tool that we use
[00:00:07.200]to help us better understand
[00:00:08.760]why a behavior might be happening.
[00:00:11.364]ABC data stands for antecedent behavior consequence data.
[00:00:15.660]Antecedents are just what happens immediately
[00:00:18.030]before a target behavior, and consequences are what happened
[00:00:21.990]immediately following that target behavior.
[00:00:24.870]So when we're using ABC data,
[00:00:27.000]we are doing direct observations
[00:00:29.550]of a specific behavior that we want to know more about,
[00:00:34.350]and we're collecting data on the antecedents, the behavior,
[00:00:38.910]and the consequences over repeated opportunities.
[00:00:42.930]Anybody can collect ABC data
[00:00:45.120]as long as they're trained in how to do so.
[00:00:47.790]It doesn't have to be a behavior analyst
[00:00:49.890]or a school psychologist.
[00:00:51.120]It can be anybody who is wanting to know more
[00:00:54.840]about that target behavior.
[00:00:56.460]It's best to do ABC data
[00:00:58.170]across at least more than one day,
[00:01:01.350]so that you're not taking just a snapshot of the student.
[00:01:04.110]It's probably best to do during the time
[00:01:06.630]of day or type of activity in which you're most likely
[00:01:10.230]to see that target behavior happen.
[00:01:13.470]You don't have to take this data all day long.
[00:01:16.140]You can take it just during specific times
[00:01:18.570]that work for your schedule.
[00:01:20.340]You're going to identify that target behavior
[00:01:24.060]that you want to know more about,
[00:01:25.950]and then you're going to define that behavior
[00:01:28.950]in ways that are observable and measurable,
[00:01:31.530]so that whoever's taking the data knows,
[00:01:34.297]"Okay, that was an example of that behavior.
[00:01:36.510]I need to collect ABC data on it,"
[00:01:38.850]or "That was not an example of the target behavior,
[00:01:41.700]so I'm not gonna collect ABC data on that."
[00:01:44.160]In the additional resources,
[00:01:45.570]you have a document that hopefully will help you
[00:01:48.150]with writing operational definitions of target behaviors.
[00:01:52.290]Once you have that definition,
[00:01:54.120]then you can send in your observer
[00:01:56.730]or observers to collect that data.
[00:01:59.460]There's two main ways of collecting ABC data.
[00:02:02.970]You can do it in a narrative format,
[00:02:05.550]where you are just writing down what is happening,
[00:02:09.270]what happened in the antecedent condition,
[00:02:12.090]what happened in the behavior, what did it look like,
[00:02:16.170]and then what happened for the consequence,
[00:02:18.630]and you can add any additional notes
[00:02:20.610]that you think are important.
[00:02:22.260]You can also do a checklist ABC data sheet,
[00:02:25.560]and that's where you would have listed common antecedents,
[00:02:29.190]behaviors, and consequences.
[00:02:30.840]And you would just check the boxes
[00:02:32.610]for which ones occurred during your observation.
[00:02:36.120]I would say leave a box
[00:02:37.740]for Other that you could fill in too,
[00:02:39.930]because there might be a different antecedent behavior
[00:02:42.540]or consequence that isn't listed on your checklist sheet.
[00:02:46.740]You have an example of a narrative ABC data sheet
[00:02:50.580]and a checklist ABC data sheet
[00:02:53.520]in the additional resources of this virtual strategy.
[00:02:56.970]And within that, there is a completed one
[00:03:00.360]and a blank template that you can use.
[00:03:03.480]Or if you've got your own data sheet
[00:03:05.310]for ABC data collection, then that's great too.
[00:03:08.370]There are a lot of different versions of this.
[00:03:10.980]These are just two examples that I chose
[00:03:13.710]for this virtual strategy.
[00:03:15.330]When you're doing ABC data, the real purpose of it,
[00:03:18.960]the goal of it is to try to determine
[00:03:21.990]why a behavior is happening.
[00:03:24.240]So it's to try to get to the best idea
[00:03:27.330]of a function or functions of a certain target behavior.
[00:03:31.710]Typically, behaviors happen
[00:03:33.060]because people want to get something,
[00:03:35.880]or they wanna get away from something.
[00:03:38.040]So you can look at your data
[00:03:40.050]and try to determine is the student trying
[00:03:43.170]to get access to something,
[00:03:44.670]or are they trying to get away from something?
[00:03:47.850]And once you've determined which one
[00:03:49.770]of those your student is doing,
[00:03:51.360]then you can get more specific.
[00:03:52.980]Okay, if they're trying to get access to something,
[00:03:55.350]are they trying to access a certain activity,
[00:03:58.350]setting, person, sensory stimulus?
[00:04:01.710]So you can look at more specifics there.
[00:04:04.290]If they're looking to get away from something,
[00:04:05.940]are they looking to escape
[00:04:07.650]or avoid task demands, or certain activities,
[00:04:10.920]certain attention, settings, people, sensory stimuli?
[00:04:14.880]So you can get more specific with that as well.
[00:04:18.480]And then you wanna write a summary statement
[00:04:22.800]that kind of brings it all together.
[00:04:24.480]So when these antecedents are in place,
[00:04:28.140]and you're just gonna list kind of the most common ones
[00:04:31.950]from your observations, then these behaviors,
[00:04:35.040]or this behavior occurs, and afterwards, this happens.
[00:04:38.970]So these consequences are the typical consequences,
[00:04:42.180]and we think this is
[00:04:43.470]for the reason of fill in the blank, right?
[00:04:46.440]What do you think that function is to get
[00:04:48.780]or get away from X, Y, Z?
[00:04:51.660]You might see every time
[00:04:53.370]in the antecedent condition when the student's presented
[00:04:55.890]with a work task or an instruction to do something,
[00:04:58.920]they engage in this specific problem behavior.
[00:05:01.440]Let's say that they start screaming,
[00:05:03.270]and then they are removed from the classroom.
[00:05:06.060]So if you see patterns like that, then you can say,
[00:05:09.840]oh, every time that this student has a task,
[00:05:13.020]and engages in a problem behavior,
[00:05:14.910]they kind of get out of that task, right?
[00:05:17.220]So I'm gonna hypothesize that they do that behavior
[00:05:20.370]for the function of escaping or avoiding that work task.
[00:05:24.780]And that's your summary statement.
[00:05:26.850]And after you have your summary statement,
[00:05:29.280]so you've got your reason
[00:05:30.510]or reasons why that behavior is happening,
[00:05:33.300]then you can determine your interventions
[00:05:35.490]or the skills that need to be taught to hopefully replace
[00:05:39.450]and eliminate that problem behavior.
[00:05:41.430]There's another virtual strategy on how
[00:05:44.280]to determine replacement behaviors and how to teach those.
[00:05:48.510]So I would recommend going to that,
[00:05:51.060]because we wanna use our ABC data.
[00:05:53.670]We don't wanna just take it to take it.
[00:05:55.500]We take it for a reason, and that's to figure out
[00:05:58.140]why we think the problem behavior is happening.
[00:06:00.300]And then ultimately, how can we decide a better way
[00:06:04.140]for that learner to meet their need?

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Virtual Strategy: ABC Data

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