Structured A-B-C (Antecedent – Behavior – Consequence) Assessment
Date
Time/Duration
Staff
Behavior List specific problem ):
Attacks Others
Flops (Drops to floor and refuses requests)
Darts (Thru doorways)
Location (where the behavior occurred):
General activity in progress
Leisure/solitary (TV, music, etc.)
Leisure/Social (with someone)
Meal (prep, eating, clean up)
Self-care/household
Academic, work or training activity
Transition between locations
Other:
Immediate antecedent
Ignored by teacher; someone walked away
Leisure material or food removed/denied
Other request denied
Given instruction/prompt to work
Provoked by sibling/peer
None (individual alone/doing nothing)
Delayed access to restroom
Unfamiliar person
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
Al
Sl
M
Sc
A
T
O
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
I
R
D
W
P
N
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
Immediate consequence:
Familiar person tells him to “stop”
Unfamiliar person tells him to “stop”
Redirected to another area/activity
Leisure material/food given
Work requirement terminated
Teacher/friend walked away
Teacher/friend did nothing
Physical Restraint (response block)
Attention (startled response, calvary)
Mom picks him up
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
F
U
R
G
T
I
N
P
A
M
Student reaction:
Complied
Discontinued target behavior
Continued target behavior (no change)
Escalation of behavior
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
D
So
E
C
C
D
D
So So
E
E
Totals:
Adapted from B. Iwata (1998)  The Florida Center on Self-Injury
Student:
This form should be used to record situational
factors related to the occurrence of a specific
challenging behavior. Each time a behavior
occurs, record the date, time or duration, and
your initials. Check off the target behavior,
location, activity, what happened immediately
before and after the behavior and the student’s
reaction. Summarize the data in the boxes
below by entering the number of times an A or
C was checked. These are organized under
likely behavior functions.
RE+
RE+
RERE autoattention materials
escape
sensory