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Abc Data Sheet With Times

This document contains a template for recording antecedents, behaviors, and consequences for a student. The antecedents include transitions, changes in routine, interference from peers, and specific times. Behaviors include running away, throwing oneself on the floor, aggression, hitting oneself, and touching genitals. Consequences include time outs, redirection, discussion of behavior, keeping hands busy, and other consequences to be recorded. The form is to be completed with details of specific incidents for a student by date and person collecting the data.

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139 views

Abc Data Sheet With Times

This document contains a template for recording antecedents, behaviors, and consequences for a student. The antecedents include transitions, changes in routine, interference from peers, and specific times. Behaviors include running away, throwing oneself on the floor, aggression, hitting oneself, and touching genitals. Consequences include time outs, redirection, discussion of behavior, keeping hands busy, and other consequences to be recorded. The form is to be completed with details of specific incidents for a student by date and person collecting the data.

Uploaded by

api-455438287
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Antecedents-Behaviour-Consequence Chart (with times)

Date: _______________________________ Data collected by: __________________________________________________________________________

Student: ______________ Grade: ___ Age: ___ Teacher: ___________________________ School: _______________________

Time A B C
Antecedents Behaviour Consequences
(Describe what happens before the (Describe what the student does) (Describe what happens after the
behaviour) behaviour)
 Transition from desktop computer to another  Run away  Time out (escape)
activity  Throw himself on floor  Physical or verbal redirection (attention)
 Change of routine and/or familiar adults  Aggression (kicking, screaming, biting,  Adults talk to him about behaviour
 Peers interfering with toys/play scratching, screaming, crying) (attention)
 11:30 –12:15 (with new routine)  Hitting self  Keep hands busy (sensory)
 Other: __________________________  Touching genitals  Other: _____________________________
 Transition from desktop computer to another  Run away  Time out (escape)
activity  Throw himself on floor  Physical or verbal redirection (attention)
 Change of routine and/or familiar adults  Aggression (kicking, screaming, biting,  Adults talk to him about behaviour
 Peers interfering with toys/play scratching, screaming, crying) (attention)
 11:30 –12:15 (with new routine)  Hitting self  Keep hands busy (sensory)
 Other: __________________________  Touching genitals  Other: _____________________________
 Transition from desktop computer to another  Run away  Time out (escape)
activity  Throw himself on floor  Physical or verbal redirection (attention)
 Change of routine and/or familiar adults  Aggression (kicking, screaming, biting,  Adults talk to him about behaviour
 Peers interfering with toys/play scratching, screaming, crying) (attention)
 11:30 –12:15 (with new routine)  Hitting self  Keep hands busy (sensory)
 Other: __________________________  Touching genitals  Other: _____________________________
 Transition from desktop computer to another  Run away  Time out (escape)
activity  Throw himself on floor  Physical or verbal redirection (attention)
 Change of routine and/or familiar adults  Aggression (kicking, screaming, biting,  Adults talk to him about behaviour
 Peers interfering with toys/play scratching, screaming, crying) (attention)
 11:30 –12:15 (with new routine)  Hitting self  Keep hands busy (sensory)
 Other: __________________________  Touching genitals  Other: _____________________________

Adapted by Jodi Seidelman, May 2015


Adapted by Jodi Seidelman, May 2015

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