Every member of a student’s team can and should be part of the functional behavioral assessment (FBA) process to assist in identifying patterns and trends in behavior. Depending on the complexity of the situation, how information is gathered may be different for each person collecting the data. One format involves directly observing and recording situational factors surrounding a problem behavior using an assessment tool called Antecedent Behavior Consequence (ABC) data collection. An ABC data form is used to gather information that should evolve into a behavior implementation plan. ABC refers to:

• Antecedent – The events, actions, or circumstances that occur before a behavior.
• Behavior – The behavior.
• Consequences – The action or response that follows the behavior.

The following is an example of ABC data collection. This first example of ABC is considered a direct observation format because you must be directly observing the behavior when it occurs. Typically, it is a format that is used when an external observer is available who has the time and ability to observe and document behaviors during specified periods of the day. This type of ABC data collection is time- and personnel-intensive. Below, we can see that when Claudette is asked to end an activity she is enjoying (we know that she enjoys playing computer games), she screams, refuses to leave, and ignores the request. We also can see that the response to Claudette’s refusal consists mostly of empty threats. If we follow Claudette throughout the day, we may find that she is asked repeatedly to follow directions. In addition, the data reveals that Claudette’s staff and family use threats that are not followed through. Claudette has learned that persistence, ignoring, and refusal will wear staff and parents down.

Example of ABC Data Collection – 1

Antecedent	Behavior	Consequence
Staff/Parents ask Claudette to stop playing on the computer.	Claudette screams, “NO!” and refuses to leave the computer.	Staff/Parents tell Claudette to leave the computer again.
Staff/Parents tell Claudette again to leave the computer.	Claudette again refuses to leave.	Staff/Parents start counting to 10 as a warning to get off the computer.
Staff/Parents start counting to 10 as a warning to get off the computer.	Claudette does not move from the computer station.	Staff/Parents finish counting to 10 and again warn her to get off the computer.
Staff/Parents finish counting to 10 and again warn her to get off the computer.	Claudette stays at the computer and refuses to leave.	Staff/Parents threaten that Claudette will lose computer privileges in the future.
Staff/Parents threaten that Claudette will lose computer privileges in the future.	Claudette ignores and continues working on the computer.	Staff/Parents count to 10 again and again threaten future computer use.
Staff/Parents count to 10 again and again threaten future computer use.	Claudette ignores and continues computer use.	Staff/Parents become angry and leave the room.

While it is critical to look at both the antecedents and the form of the behavior, it is imperative to examine the consequence portion of the data collection and identify those responses that both increase and decrease problem behavior. For example, if attention seems to increase problem behavior, then it may be important to teach the individual to get attention in a more appropriate fashion or to use attention for positive behaviors. If escape from a difficult task seems to be a consistent theme in the consequence section, then it may be important to either change the task or to teach the child to ask for help. We may also choose to use downtime as a reinforcer. If the behavior seems to serve a sensory function, then we should assess the child’s sensory challenges and build in sensory programming proactively. Our responses should always focus on strengthening desired behavior, promoting the use of the replacement behavior, and decreasing the occurrence of the problem behavior (Sugai, et. al., 2000). An important aspect of this prospect is understanding those responses or consequences that maintain, and either enhance or decrease behavior over time. We have to understand why the behavior keeps occurring. What is the individual’s motivation?

Assessment and tracking individuals’ progress are the keys to developing an effective program, yet there are barriers to collecting the data such as time, remembering to document during a crisis situation, and being consistent. We can overcome these barriers by planning, matching collection strategies to the setting, and simplifying the data collection chart. Remember anyone (e.g., parents, educators, teachers, support personnel, administrators) can take the data when given clear directions and parameters.

This second example of ABC data collection is taken from what Claudette’s parents know about her situation at home using the ABC approach. Notice the responses have already been established on the form. These are the responses that are typically identified as motivating behavior. While this system may be more efficient, you will note that much of the richness of the narrative is missing.

Example of ABC Data Collection – 2

Antecedent	Behavior	Consequence
Parents ask Claudette to stop playing on the computer.	Claudette screams, “NO!” and refuses to leave the computer.	Sensory Escape Attention
Parents tell Claudette to leave the computer.	Claudette again refuses to leave.	Sensory Escape Attention
Parents start counting to 10 as a warning to get off the computer.	Claudette does not move from the computer station.	Sensory Escape Attention
Parents finish counting to 10 and again warn her to get off the computer.	Claudette stays at the computer and refuses to leave.	Sensory Escape Attention
Parents threaten that Claudette will lose computer privileges in the future.	Claudette ignores and continues working on the computer.	Sensory Escape Attention
Parents count to 10 again and again threaten future computer use.	Claudette ignores and continues computer use.	Sensory Escape Attention

An ABC chart can be created using paper and pencil with a list of options for each of the categories as shown below.

Student: ___________	Date: _____________	Time of Day: _______
Teacher filling this form out: ______________	Setting where this behavior occurred: ______________	Duration of behavior: _______________
Antecedent	Behavior	Consequences
_ Asked to stop doing what she prefers to do	_ Screams No	_ Count to 10 to give Claudette time to stop what she is doing
	_ Refuses to leave the area	_Threaten to lose privileges
	_ Ignores teacher directive	_ Adult becomes angry and leaves the area
	_ Continues to do task wants to do

Another option to collect ABC data is by using Google or Microsoft Forms. This allows everyone working with the student to collect the data on their phone, tablet, or computer with just a link.

Once accurate and sufficient data is collected, planning, modifications, instruction, and feedback are easier, more valid, and effective. ABC data collection can be used for all individuals with behavior issues at home and in school, not just those on the autism spectrum. Completing these forms for each behavior incident allows behavior trends to be identified that can then guide the behavior implementation plan development.

Cited by:

Second edition (2025) written by Melissa Dubie, M.S.

First edition (2022) titled “Observing Behavior Using A-B-C Data and Behavior Incident Card” was written by Dr. Cathy Pratt, BCBA-D and Melissa Dubie, M.S.