technique collecting data

Behavior-Consequence Observation

An antecedent-behavior-consequence observation (ABC observation) is a

technique used to collect information about the conditions surrounding

children’s challenging behavior. In the Early Childhood eLink unit about

developmentally appropriate practice, you learned that young children’s

challenging behavior occurs in context and serves a function for the child. When

educators design interventions to address the needs of children who engage in

challenging behavior, one of the most important things they must do is identify

the function of the behavior. To identify the function, it is necessary to look at the

conditions surrounding that behavior that motivate the child to act in a certain

way. Behavior is affected by what happens just before it, which is called the

antecedent, and by what happens right after it, which is called the consequence.

An ABC observation is a good strategy to use to assess and understand

children’s behavior. This strategy involves watching a child and taking notes about what happens before and after a

behavior occurs. ABC observations show what is going on before a student engages in a behavior, as well as what

happens after the student engages in the behavior. Once target behaviors have been established, ABC observations

are helpful in determining what the function of the behaviors might be. They also help to decipher what may trigger

the behaviors, as well as what types of things reinforce the behaviors.

Like the naturalistic observation discussed earlier in this unit, ABC observations should hould be conducted in a variety of

settings. These can include both structured settings (such as group circle time) and unstructured settings (such as on

the playground or during free choice time). Children should be observed during their strongest and weakest subjects

and during activities involving varying numbers of students (i.e., large and small group, individual, and one-on-one

activities). Educators may want to observe a child both at home and in the early childhood program, and during

individual, small group, and large group activities. The setting or settings chosen for the observation will likely depend

upon the behavior of concern.

Strategy: Step-By-Step

To carry out the following ABC observation, click on the ABC Analysis Data Sheet.

1. Before you begin your observation, fill out the child’s name and age on the ABC Analysis Data Sheet. Talk to the teacher, and make sure you understand the purpose of your observation. Find out specifically what target behavior you are supposed to observe, and write this down on your data sheet.

2. Find a place where you can comfortably observe the child. Try to be as inconspicuous as possible. If you are observing in your own classroom or a familiar setting, then the children will be less reactive or less likely to notice you. If you are in a new or different setting, some children may look at you, ask you questions, or even act differently just because you are there.

3. On your ABC Analysis Data Sheet, write down the date and time of your observation. Plan to observe for at least 20 minutes.

4. You may now begin observing the child. Any time you see the child engage in the target behavior, record this in the Behavior column of the ABC Analysis Data Sheet. Also, in the Antecedent column, record what happened directly before the behavior occurred, and in the Consequence column, record what happened directly after the behavior occurred. For example, if you were observing a child whose target behavior was kicking, whenever you saw the child kick, you would record this in the Behavior section of the data sheet. You would then think back to what happened directly before the kicking occurred. For instance, maybe one of the other children in the room made fun of the child immediately before the kicking occurred. You would record this in the Antecedent column. Then you would watch to see what transpired directly after the kicking happened. For example, if the teacher told the child to stop kicking and take a time out, you would record this in the Consequence column of the data sheet.

5. When recording your observations, do not give opinions or make judgments. Do not criticize, try to write creatively, or use qualifiers such as very, extremely, probably, etc. Instead, write as objectively as possible. Describe what you see in terms of behavior, and use quotes whenever possible to record what has been said during the observation. For instance, instead of writing down that the teacher yelled at Amy after she pushed Gabriel, you should try to record exactly what the teacher said: “Amy, stop pushing, and sit down right now!”

6. After at least 20 minutes of watching the child, you may end the observation. Make sure that your notes are written in such a way that they can be clearly understood by the teacher or the team of educators who have requested your help with data collection.

Questions to Consider When Implementing This Strategy

Antecedents

What sets off the child’s behavior of concern What is going on with the child or in the setting when the child engages in the behavior of concern

Behavior

What do you think the child gains by behaving this way? What might the child get out of or avoid by engaging in the behavior? What else does the child get or access through this behavior?

Consequences

What does the adult do when the behavior occurs? What do peers do when the behavior occurs? What happens immediately after the challenging behavior occurs?

Information in this lesson is used with permission from:

Salvia, J., & Ysseldyke, J. (2000). Assessment (8th ed.). Boston: Houghton Mifflin Co.

Sattler, J. M. (2001). Assessment of children: Behavioral and clinical applications (4 th ed.). San Diego, CA: Jerome Sattler.