Running Head: OBSERVATION 1: Antecedent-Behavior-Consequence (ABC) Chart

Running Head: OBSERVATION 1
Antecedent-Behavior-Consequence (ABC) Chart
Student’s First Name, Middle Initial(s), Last Name
Institutional Affiliation
Date of Submission
OBSERVATION 2
Antecedent-Behavior-Consequence (ABC) Chart
Introduction
An ABC chart refers to a tool that employs direct observation to collect information
about events within a student's environment. Letter "A" denotes antecedents, events, or actions
that trigger a certain target behavior. Letter "B" refers to the observed behavior from a student
while "C" is the consequence; events or actions that immediately follow the behavior observed
(Gilmore, 2017).
Tess, a three and a half-year-old student; diagnosed with ASD, has problems with
schooling ("Real Look Autism.com," 2011). Consequently, trained conduct interventionist, on
her case, have designed a reinforcement break plan to change the learner’s behavior. An ABC
assessment chart below is based on observations made from the video obtained from Real Look
Autism.com is critical to functional behavior assessment (Sam, 2016).
Antecedent Behavior Consequence

The setting event The behavior of interest/ target The response that follows the behavior
behavior
Tess is asked by her teacher Tess complains about the The instructional assistant ignores
to read a sentence during one request (i.e., “you said I can’t Tess’s behavior, stays on the task,
of her reading classes. make any sense in this”). and calmly asks the child to repeat
Additionally, Tess pushes reading the sentence.
back by lamenting, granting,
and throwing hands on her
face with disgust.

OBSERVATION 3
Tess is corrected after The child responds with a The teacher reminds Tess that it is
displaying weakness in facial expression showing okay to make a mistake and lets
reading comprehension. annoyance with the failure, the child read and later
pulls forward towards the congratulates her on reading the
reading paper, and correctly text correctly. Additionally, the
reads the rest of the sentence teacher stays on task and asks the
with a louder voice. learner to continue (i.e., don’t take
a break).
Tess is asked to repeat Tess responds with a voice The teacher remains calm and
reading a sentence. full of rage and lamenting does not relent. The teacher
about the request (i.e., wait, explains to Tess that she needs to
why would I read that again? I read the sentence one more time to
have already read that!). She earn a mark.
continues to fight back against
the request even when the
instructor explains why (i.e.,
that is the dumbest thing I've
ever heard!)
The learner takes a test every Tess is anxious and easily The instructor calmly answers her
10 minutes for 30 minutes to stress about failing by questions and rewards the child
test her competency on issue constantly asking her with a preferred 5-minute brake on
behavior. instructor about the results completion, where the child
(i.e., do I have all three stars?) chooses whatever she wants to do.
OBSERVATION 4
Tess asked to choose a Tess walks down the hallway The instructional assistant gives
preferred break from a list of away from social interactions her company and urges Tess to
7-8 treats or surprises. to a quiet room and plays a remain calm when stuck, take a
video game alone. break, then try again.
She is motivated to out-do The learner is cheerful, walks The instructional assistant stays
herself in tasks that she faster, and is excited to close to Tess and periodically
chooses to do. complete the next task instead motivates her to go on (i.e., "yeah,
of walking with a dread look that's a good idea").
on her face.
Attending lunch break with The child shows signs of The teachers make sure to keep
other kids stress and frustration about her motivated and encourage her to
going to a social place try out new things to improve her
overall outlook and performance.
In class, she is working on an Tess stays focused on the task The teachers continue to maintain
independent assignment, the at hand and is unbothered with the environmental conditions and
teacher busy helping her other environmental also adjusting the contingencies.
peers. disturbances.
OBSERVATION 5
References
Gilmore, H. (2017, July 04). ABC's of Behavior (Antecedent-Behavior-Consequence).
Reflections from a Children's Therapist. Retrieved August 08, 2020, from
https://pro.psychcentral.com/child-therapist/2017/07/abcs-of-behavior-antecedent-
behavior-consequence/.
Real Look Autism.com. (2011). "Anxiety in School," Real Look Autism Episode 1 [Video].
Retrieved from https://youtu.be/riS53sCbLfo
Sam, A. (2016, March 11). Functional Behavior Assessment (FBA). EBP Brief Packet. National
Professional Development Center on Autism Spectrum Disorders.

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Running Head: OBSERVATION 1

Antecedent-Behavior-Consequence (ABC) Chart

Student’s First Name, Middle Initial(s), Last Name

Antecedent-Behavior-Consequence (ABC) Chart

schooling ("Real Look Autism.com," 2011). Consequently, trained conduct interventionist, on

Autism.com is critical to functional behavior assessment (Sam, 2016).

Antecedent Behavior Consequence

Additionally, Tess pushes reading the sentence.

back by lamenting, granting,

and throwing hands on her

face with disgust.

pulls forward towards the congratulates her on reading the

reading paper, and correctly text correctly. Additionally, the

with a louder voice. learner to continue (i.e., don’t take

have already read that!). She earn a mark.

continues to fight back against

the request even when the

instructor explains why (i.e.,

that is the dumbest thing I've

behavior. instructor about the results completion, where the child

video game alone. break, then try again.

of walking with a dread look that's a good idea").

going to a social place try out new things to improve her

overall outlook and performance.

Gilmore, H. (2017, July 04). ABC's of Behavior (Antecedent-Behavior-Consequence).

Reflections from a Children's Therapist. Retrieved August 08, 2020, from

Retrieved from https://youtu.be/riS53sCbLfo

Professional Development Center on Autism Spectrum Disorders.

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