Behaviour Support Services
How to Record A-B-C Data Resource Package
NOTE: This package consists of strategies which may or may not assist in responding to behaviour. It is provided for informational purposes only and is not a substitute for professional advice or treatment from a qualified behaviour clinician.
How to Record A-B-C Data
A NTECEDENTS - B EHAVIOUR - C ONSEQUENCES
A-B-C analysis is a direct assessment method in which you record the incidence of the target behaviour, as well as the events and environmental factors which happen BEFORE and AFTER the behaviour.
Recording A-B-C data is a simple way to collect information to help you think about the behaviour in the context of a whole event, and not just a specific action.
A-B-C data can then be examined to determine the effects of environmental events (i.e., conditions that make the behaviour more likely, the function and what makes the behaviour more likely to occur again), on a specific behaviour.
Why Record A-B-C Data?
Observing an individual in their natural environment (e.g., at home, school) is far more useful than relying on information from interviews with other people. A direct assessment allows one to see ‘in-the-moment’ effects of environmental events. Whereas, an interview with others can be subjective, and too much time may have passed to determine if events actually influenced a behaviour.
A: Write what happened before the behaviour here
Components of A-B-C Data
B: Define what you see/ what they are doing (Should be clear, measurable, etc.)
C: Write what happened after the behaviour here
D: How long the interaction lasted (minutes)
Date Time
Antecedent Behaviour
Consequences Duration
A: ANTECEDENT to the behaviour
• Notice what is happening in the environment before the behaviour presents
• Try to record what you see immediately prior to the behaviour occurring (these are not events that happened a few days before, as that likely did not influence the behaviour)
• Include: location, ongoing activity, others present, activity of others. What was said/done by caregivers/staff?
B: BEHAVIOUR the individual engaged in
• Define what you see
• What the individual is doing
• Descriptions should be clear, objective, measurable
C: CONSEQUENCE
• Try to record what you see immediately after the behaviour occurs.
• Consider: What was the caregivers response? What did the individual GET from displaying the behaviour? What did the individual AVOID from displaying the behaviour?
D: DURATION of the behaviour
• Sometimes it can be helpful to record how long the interaction lasted, to provide more context to the event. Track in minutes.
Example of A-B-C Entry:
Date
16/09/22 LG 10:30am John, an individual beside David, pulls his snack out of his bag.
David grabs John’s food.
David is sent away from the table for one minute by staff.
1 minute and 30 seconds.
Time Antecedent Behaviour Consequence Duration
Instructions for Recording A-B-C Data
1. Observe the individual and write down only the events that you see – not what you “think” or “believe” is going on. Try to remain as unbiased, and truly objective, as possible.
Good example: David grabbed food off of John’s plate.
Not so good example: David was hungry, got jealous and liked what John was eating , so he grabbed the food off of John’s plate.
*Notice in the ‘good’ example only the physical action was described: “hungry”, “jealous” and “liked” descriptions were not used.
2. Remember there are no “right” or “wrong” responses. But in order for the data that you collect to be helpful, it should be accurate and thorough. Therefore, make sure that you record the Antecedent (what happened prior to the behaviour), the Behaviour (what happened), and the Consequence (what happened following the behaviour) exactly as they occur. Be sure to include what was said and done immediately before and after the behaviour, as well as details regarding what the individual said and did.
3. It is best to record A-B-C data for several days, and in more than one situation if possible. That will give a more accurate description of the behaviour, as well as its possible function of behaviour. This information will be valuable in determining where, when and how to begin formal or baseline observation.
4. The person recording the A-B-C data may also choose to include context or conditions of the environment, including: the time of day, day of the week, other persons present, any ongoing activities, requested/required tasks, and physical surroundings of the environment which precede, accompany or follow the occurrence of the behaviour.
5. Some A-B-C data sheets might include a section for Setting Events, which are specific factors that may impact an individuals’ occurrence of a behaviour, this may include such factors as: the individual having been ill that day, having not eaten breakfast, having not slept well the previous evening, PMS, or the occurrence of an aversive event earlier in the day. Include these events under ‘antecedent’ (if you are aware of any), as these setting event conditions may have made the events more likely to occur.
Name: Target Behaviour:
A-B-C Data Collection Form
Behaviour
Define what you see/ what they are doing. Should be clear measurable, etc.
Consequence
Date: Time: Location: Duration: Initials: Antecedent Record: location, activity, others present, activity of others. What was said/done by staff?
What was the caregiver response? What did s/he GET from displaying the behaviour? What did s/he AVOID from displaying the behaviour?