Virtual Strategy: ABC Data

Ashley Bauer Author

08/28/2023 Added

36 Plays

Description

ABC Data

Searchable Transcript

Search:

[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?

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

Virtual Strategy: ABC Data

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments