Brian Mac Farlane, MA.Ed
Functional Behavior Plan FBA Essentials
ABC data collection uses basic observations
and forms to collect data on a specific behavior, as well as the related
antecedent and consequence. That information is essential to conducting
a functional behavior assessment in order to analyze behavior and determine
consequences. Behavior in children can be better managed and more effectively
changed when the interventions are based on a functional analysis of ABC data.
ABC Data Collection Forms
Data collection forms do not have to be complicated. They can be written in any format as long as they allow for all of the needed information. The required information on the form should include the name of the person being observed, the date and time of day, and a good setting description. Additionally, observed behaviors, what was happening right before they occurred, and the response or consequence of the behavior should be noted.
Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity (especially if they involve an emotional response), the duration, and possibly a place to tally the frequency of specific behaviors.
Antecedents of Behavior
Behaviors always have a trigger. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to fulfill a physical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note details about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior.
Many antecedents are not observable. For example, things like physical ailments, embarrassment or not understanding what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any questioning should be done after the fact or by someone else.
Describing Behaviors
Behaviors should always be specifically described in objective terms. Vague descriptions should be avoided. Additionally, any subjective evaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good description might be that a student was seated and did not appear to do anything or that a child said “no” or walked away and did not comply.
A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is failing that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior.
Describing the Consequences of Behavior
Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence might get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a poor grade. All consequences should be noted.
It is important not to ignore any consequence because consequences often serve to promote that same behavior happening again. For example, it might seem obvious that a poor grade was not what a student wanted and so it could not possible be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally prepared for life after graduation. Never discount a consequence as not being important.
Antecedent-Behavior-Consequence Data Collection
Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately determining interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors. ABC data collection can make a teacher’s and a parent’s job much easier.
References:
Alberto, Paul & Troutman, Anne. Applied Behavior Analysis for Teachers, Eighth Edition.
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