This A-B-C data sheet is designed as a checklist tool which can help identify potential antecedents (precursors) and consequences which may be maintaining the target behavior. ABC data sheets work best when they are thoroughly completed, therefore it may not be possible for teachers or parents to record EVERY occurrence of the targeted behaviors. A-B-C data should be collected until a pattern emerges, typically no fewer than 10-15 observations. This checklist can be modified to include student-specific information. It is typically a good idea to leave a space for "other" explanations which may not be included.
This time sheet can be used for either a partial or whole interval recording purposes. For whole interval recording, the behavior must occur for the entire interval in order to be recorded as having occured, indicated by a (+). This type of recording often underestimates rates of behavior.
For partial interval recording, the behavior must occur at anytime during the interval in order to be recorded as having occured, indicated by a (+). This type of recording often overestimates rates of behavior.
Scatterplot analysis seeks to identify temporal patterns of behavior. This example here illustrates that the student's target behavior often occurs in the morning (but never right away) and in the afternoon period. Interesting to note is the fact that the behavior rarely, if ever occurs from 10:30-12:00 pm. Scatterplot data does not tell us how often behavior occurs or to collect descriptive data for clients. To track how often a behavior occurs, a data sheet designed for frequency measures would be best. To collect descriptive data, consider using an ABC Chart or ABC Checklist (see above).
ABA-Based Data Sheets
ABC Boxes (Behaviorbabe) Here is a sample of an ABC (antecedent-behavior-consequence) form that can be used for collecting data pertaining to why a behavior is occuring. ABC data are intended to provide information pertaining to the potential function(s) the behavior(s) serve.