ABC Data Summary Chart Name: For the Month of For the Behaviour: Day of the Week Su M T W Th F S Time of Day O/N 6-8 am 8-10 am 10-12 12-2 2-4 4-6 6-8 8-10 10-12 Setting Event List any additional setting events as needed Illness Lack of sleep Routine change Enviro change Antecedent List any additional antecedents as needed Waiting Unstructured Transition Request Told No Aversive Sensory Consequence List any additional consequences as needed Verbal direction Offered activity Removed from room Changed environment Removed demand Physical redirection Ignored Others Present (indicate with initials at top and use tally marks to indicate each occurrence beneath e.g. IIII )
The ABC s of ABCs Antecedent - Behaviour - Consequences Data Charting When using ABC charts to record behavioural data it is important to ensure that the information in each column is accurate and appropriate to that column. To assist with this the following explanation of terms may be helpful: Date and Time include the day of the week as well as the calendar date, and the time the behaviour sequence began and ended. This provides information regarding frequency and duration. Be sure to include the year and whether incidents occurred in the a.m. or p.m. Staff/Parent/Caregiver include here the initials of the staff member recording the incident (this should be the same staff member who was involved in or observed the incident) Setting Event this is the context within which the behaviour occurred and includes such things as poor sleep the night before, not feeling well, a fight with a peer earlier, medication changes, noisy work environment, crowded space etc. Anything that may be impacting on behaviour but that is not the actual trigger. Antecedent this is the trigger for the behaviour, or what happened right before the behaviour happened. This could be a request to do something, being told no, being teased, someone touching him, a transition between tasks or environments, etc. Behaviour this is the actual behaviour that occurred. Describe the behaviour in objective terms. Some charts will have a checklist or key at the top of the chart to make recording easier Consequence/Outcome this refers to what happened right after the behaviour. This may be positive, negative or neutral. For example, the person may receive attention from peers, feedback from caregivers, be redirected, lose the opportunity to do a preferred activity, be ignored, be directed to use appropriate strategies, be helped to move away, the request may be repeated etc. ABC data can help to identify patterns, triggers for behaviour (that can then be eliminated, reduced or coping strategies can be taught), and factors that may be maintaining behaviour (such as attention each time the behaviour occurs, or the removal of an aversive sensory stimuli). Knowing the reason for a behaviour ensures that interventions are much more likely to be effective as we will be able to support the person to get their needs met in a better way.
Function Intervention Tip Sheet Sensory Stimulation Sensory Avoidance Pain/Distress Escape from task or situation Obtain Tangible Attention How can I help this person meet their need more appropriately, safely and/or effectively? What type(s) of sensory stimulation is being sought? Build in regular opportunities for sensory input through the day create a sensory toolkit Visual bright colour, moving objects, coloured and or flashing light etc Auditory music, TV or radio in the background, audio books, etc Tactile fidget objects, textures, vibration etc Olafactory scented candles, lotions, spices, oils etc. Gustatory gum, strong mints or candies, spice, electric toothbrush Proprioceptive moving/lifting heavy objects, weighted vests, pushing/pulling, swimming, firm pressure, isometrics Vestibular swings, trampoline, jumping jacks, spinning, rocking etc Protective clothing or equient (headphones, thick sweater) Regulating weight or pressure (weighted vest, blanket, collar; compression vest) Provide warning of upcoming sensory input Change the environment to lessen sensory triggers (eg change lighting, add white noise) Pain? Medical investigation and treatment Provide pain relief Distress/Anxiety? Teach coping strategies Identify triggers and work to alleviate or teach to escape. Increase predictability and structure to relieve anxiety Bored? Offer choice Incorporate interests Increase challenge Motivate/reinforce ment Doesn t have the skill? Teach skills Decrease expectations Offer help Doesn t know expectations? Provide cues Add visuals Highlight important info Social stories Facilitate escape and/or teach effective and appropriate means of escape Increase availability of desired item Teach how to obtain independently Find satisfying substitute Teach waiting skills Cultivate relationships Enhance communication Increase attention Schedule 1:1 time
MOTIVATION ASSESSMENT SCALE (Durand, 1986) Name: Date: Rater: Behavior: Setting: Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers and treatments. To complete the Motivation Assessment Scale select one behavior that is of particular interest. It is important that you identify the behavior very specifically. Aggressive, for example, is not as good a description as is hits his sister. Once you have specified Questions Never (1) Seldom (3) Often (5) Always (7) Almost Never (2) Half Time (4) 1. Would the behavior occur continuously, over and over, if this person were left alone for long periods of time? 2. Does the behavior occur following a request to perform a difficult task? 3. Does the behavior seem to occur in response to your talking to other persons in the room? 4. Does the behavior seem to occur to get an item, food, or activity that this person has been told s/he can t have? 5. Would the behavior occur repeatedly, in the same way, for very long periods of time, if no one was around? (For example, rocking back and forth for over an hour.) 6. Does the behavior occur when any request is made of the person? 7. Does the behavior occur whenever you stop attending to this person? 8. Does the behavior occur when you take away a favorite item, food, or activity? 9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, smells, looks, and/or sounds pleasing). 10. Does this person seem to do the behavior to upset or annoy you when you are trying 11. Does this person seem to do the behavior to upset or annoy you when you are not paying attention to him or her? (For example, if you are sitting in a separate room, interacting with another person.) 12. Does the behavior stop occurring shortly after you give this person the item, food, or activity s/he requested? 13. When the behavior is occurring, does the person seem calm or unaware of anything else going on around him/her? 14. Does the behavior stop occurring shortly after you stop working or making demands of the person? ( For example, between 1-5 minutes) 15. Does the person seem to do the behavior to get you to spend more time with him or her? 16. Does the behavior seem to occur when the person has been told that s/he can t do something s./he wanted to do? Sensory Escape Attention Tangible Transfer scores: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Mean Score = Relative Ranking: Almost Always (6)
Self-Reflection Exercise Think of a time you behaved badly With this scenario in mind, answer the following: How did the context influence your behaviour? Were you trying to communicate? How did you expect/hope people would respond? How did you cope? What might have happened if you couldn t access coping strategies? How would you feel if you had little or no autonomy?
ABC CHECKLIST CHART Patient Name: Instructions: Please make an entry for each incident of behaviour by ticking the appropriate boxes or writing in the line provided. Date Start and end time Date: Time: Initial: Setting Events (factors that may have influenced the behavior) Illness Change to environment Change in routine Lack of sleep Antecedent (triggers or events that immediately preceded the behavior) Waiting Unstructured time Transition Request or demand Being told no Sensory Behaviour (what the person did) Physical aggression Self injury Verbal aggression Running away Property destruction Consequence/Outcome (what was done as a response to the behaviour) Verbal direction (e.g. stop ) Offered another activity Removed person from room Changed the environment Removed demands Physical redirection Ignoring Date: Time: Initial: Illness Change to environment Change in routine Lack of sleep Waiting Unstructured time Transition Request or demand Being told no Sensory Physical aggression Self injury Verbal aggression Running away Property destruction Verbal direction (e.g. stop ) Offered another activity Removed person from room Changed the environment Removed demands Physical redirection Ignoring Date: Time: Initial: Illness Change to environment Change in routine Lack of sleep Waiting Unstructured time Transition Request or demand Being told no Sensory Physical aggression Self injury Verbal aggression Running away Property destruction Verbal direction (e.g. stop ) Offered another activity Removed person from room Changed the environment Removed demands Physical redirection Ignoring