1

ABC Tracker
Routines Analysis
Student: Liza Lott Grade 3rd
Staff: Mrs. Jenkins Date: Oct. 27, 20xx
**This form should be completed by a teacher or staff member before referring a student for behavioral intervention.
ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely.
Time Routine/Subject/Activity Likelihood of Problem Specific Problem Current Intervention
& Staff Involved Behavior Behavior for the Problem
Behavior
8:30- Classroom Warm-Up Low High
8:45 Mrs. Jenkins 1 2 3 4 5 6
8:45- Math Low High Disruptive/Defiant; Move to Seat next to
9:45 Mrs. Jenkins 1 2 3 4 5 6 negative comments teacher’s desk
9:45- Recess
10:00 Ms. Wiggins 1 2 3 4 5 6
10:00- Reading
11:00 Mrs. Jenkins 1 2 3 4 5 6
11:00- Writing Out of Seat, Move to Seat next to
11:30 Mrs. Jenkins 1 2 3 4 5 6 Negative Comments, teacher’s desk
11:30- Lunch & Recess
12:15 Mr. Jack 1 2 3 4 5 6
12:15- Nat’l Science/ Soc’l SS NS NS - Out of Seat, Move to Seat next to
1:00 Studies - Mrs. Jenkins 1 2 3 4 5 6 Negative Comments teacher’s desk
1:00- PE/Music OR Art Art

1:30 Ms. Chin/Mrs. Jenkins 1 2 3 4 5 6

1:30- Quiet Reading or Rdg Writing Out of Seat, Move to Seat next to
2:00 Writing Time 1 2 3 4 5 6 Negative Comments teacher’s desk
2:00- Technology/Typing
2:45 Mrs. Jenkins 1 2 3 4 5 6
2:45- Clean-Up & Dismiss
3:00 Mrs. Jenkins 1 2 3 4 5 6

List the Top 2 Routines from the Table above in order of Priority of Concern: Select routines with
ratings of 5 or 6. Only combine routines when there is significant (a) similarity of activities (conditions)
and (b) similarity of problem behavior(s).
Routine/Subject/Activity Problem Behavior(s): Provide an Observable &
Measurable Definition
Routine # 1
Routine # 2
**Choose 1 Routine to focus on when completing the ABC Tracker on the next page**
If you’d like to track 2 different routines, complete an ABC Tracker (p.2) for each routine

Is Behavior of Concern an Immediate YES NO If YES, refer case to Behavior

Danger to self/others? (Circle One) Specialist immediately
If the behavior is NOT an immediate danger to self or others – the staff member should fully
complete the ABC Tracker on the back side of this form to better understand the behavior.

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 ABC Tracker 2

Student Liza Lott Staff Mrs. Jenkins Dates Oct 28 – Nov 3 20xx
Identify a student with recurring challenging behavior(s). Focus on a single routine (see p. 1 to prioritize & identify a routine) and track
occurrences of the problem behavior during the prioritized school routine (subject or time of day). Track 5 occurrences of the behavior
over the next 2 weeks and identify patterns and trends in occurrences to form a Summary Statement below.
Prioritized Routine/ Subject/ Time of 11:00-11:30 &
Activity (see p. 1) 
Writing Day: 1:30-2:00
Date/Time When… (Antecedent)…happens The Student…. (Behavior) And as a result…. (Consequence)
st
1 Incident Asked to finish up book report/ Verbally refused to work, said Student is moved to seat by my desk, I
Date: 10/28 reading summary; Individually “This is stupid”, wander room quit asking to work so negative
Time: 11:05 prompted 4-5 times by teacher & make negative comments comments stop but student doesn’t’
write anything
2nd Incident Class assignment is to write in journal Sits at desk and plays with items Moved to seat by my desk & remove
Date: 10/28 Prompted to write 2-3 times in desk; makes negative items to play with
Time: 1:35 comments when prompted
3rd incident Asked to write paragraph describing Wrote 1 sentence, then talked & Moved student to seat by my desk &
Date: 10/29 character in story we read in class laughed with peers sitting talked him through his answers to the
Time: 11:15 around him assignment but only wrote half a
sentence more
4th incident Asked to journal about what they did Started to write, then made Sent to office
Date: 11/1 for Halloween; prompted by teacher negative comments and called
Time: 1:40 me an ‘idiot’

5th incident Asked to write book report/ reading Refused to work, made negative Spent most of period in the bathroom
Date: 11/3 summary comment to teacher, went to and didn’t write anything
Time: 1:40 bathroom for 15 minutes
Routine: ___________________ Summary Statement
Antecedent/Trigger: Behavior: Consequence/Outcome:
When _____________________ The student _________________ and as a result___________________

Therefore the function of the behavior is to get / avoid .

(circle one)

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