The document discusses the Antecedent-Behavior-Consequence (ABC) model for observing and recording student behavior. It explains that ABC recording involves noting the antecedent (event preceding behavior), the behavior itself, and the consequence (event following the behavior). This allows observers to identify patterns and hypothesize the function or purpose of problem behaviors, such as escaping an undesired task or gaining attention. While useful for collecting descriptive data, ABC recording can be time-consuming to analyze and may miss patterns compared to other observation tools. Two examples of completed ABC observations are provided.

1. Antecedent-Behavior-
Consequence (ABC)
REPORTERS: Anac, Mariz Joy L.
Mendoza, Maria Liza D.

2. "A" refers to the antecedent, or
the event or activity that
immediately precedes a
problem behavior.
 The "B" refers to observed
behavior, and
 "C" refers to the consequence,
or the event that immediately
follows a response.

3. For example, a student who is
drawing pictures instead of working
on his class assignment may react
by cursing or throwing his pencil
when his teacher tells him to finish
the task. The teacher may discover
verbal requests to work and other
demands are antecedents that
trigger problem behavior. Common
antecedents include critical feedback
from others, absence of attention,
and specific tasks or activities.

4. . The consequence may be that
the teacher sends the student
to the office every time he
curses and throws his pencil.
Over several observation
sessions, it may become clear
that the student is engaging in
problem behavior to escape
from his class assignment.

5. is used to organize information
over several observation
sessions by recording the types
of behaviors observed and the
events that precede and follow
the behavior. Observing and
recording ABC data assists the
team in forming a hypothesis
statement and gathering
evidence that the function
maintaining a problem behavior
has been identified.

6. The advantages and
disadvantages of the ABC
 allows an observer to record descriptive
information about a student in a
systematic and organized way. This
recording format is easier to use than
other observation forms that collect both
scatter plot and ABC data such as the
Functional Assessment Observation Tool
included in this module. The data
gathered provides a lot of descriptive
information about the student's behavior
and the environment.

7. DISADVANTAGES
 A major disadvantage for using the ABC
Chart is that it can be more difficult to see
patterns quickly, and the data may need
to be summarized to look for patterns
related to antecedents and consequences.
If a student engages in multiple problem
behaviors, if there are several antecedents
events, or if the student's behavior is
being maintained by multiple functions,
the ABC Chart may take more time to
summarize compared to the Functional
Assessment Observation Tool.

8. Example 1
 Antecedent: Johnny is given a vocational
bin and asked to assemble the parts.
 Behavior: Johnny sweeps the bin with all
the parts onto the floor.
 Consequence: Johnny is taken to time
out and the classroom aide picks up the
pieces. Johnny has avoided the task, so
the function of the behavior is avoidance.

9. Example 2
 Antecedent: The teacher asks a student
to come to the board to move a magnetic
marker.
 Behavior: Angelina bangs her head on
the tray of her wheelchair.
 Consequence: The teacher goes to
Angelina and attempts to redirect and
soothe her with a preferred item (a Pretty
Pony doll.) The function of the behavior
isattention since it takes the teacher's
attention away from the other child.