ABC Data Collection

Shayla Ender

Department of Special Education; Ball State University

SPCE609.806 Intro to ABA

Dr. Ashley Robinson

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Part A:
Jackson’s function of his behavior seems to be attention. I believe the function is

attention because when the teacher ignored his behavior of waving his hands; he proceeded to

yell “I NEED help!!!” which resulted in the teacher reprimanding him. Reprimanding is

attention, even if it is seen as discipline. After his silent behavior of waving hands resulted in a

lack of attention, Jackson only engaged in verbal behaviors of yelling or saying inappropriate

comments. All of which resulted in attention towards Jackson.

Part B:

ABC Data Collection

Learner: Simon S.
Observer: Shayla E.
Observation Date: 01/01/2024-01/05/2024

Date Setting Antecedent Behaviors Consequence

What happened before Describe the behavior objectively. What happened after the
the behavior occurred? behavior occurred?
01/01 In classroom; Ms. B is reading a Simon stands up from the circle and Simon sat outside the
during circle book about math runs in the opposite direction of the classroom in the hall
time aloud to class teacher out of the exit door for the remainder of the
book

In classroom; Ms. B is teaching a Simon covers his ears with each hand Simon escapes the
during teacher math equation completely over each ear instruction
01/01 instruction

In classroom; Ms. B gives Simon Simon drops his body to the floor and Simon is removed from
Independent an educational cries producing tears and making noises the classroom and sat
01/01 work worksheet for loud enough to be heard outside the outside the room in the
independent work door, stomping his feet against the hall
ground loud enough to be heard outside
the door
Transitioning The cafeteria is loud Simon runs back into the classroom and Simon is told to get
in the hallway enough to be heard sits at his desk, quietly while covering back into line for lunch
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01/01 from the outside of Simons his ears

classroom to classroom door
the cafeteria
In cafeteria The class walks Simon drops his body to the floor and Simon is brought to the
through the cafeteria cries and yells producing tears and hallway and has his
01/01 doors making noises loud enough to be heard lunch brought out to
10 feet away, stomping his feet against him
the ground loud enough to be heard
from 10 feet away
During gym The gym coach plays Simon covers his ears with closed hands Simon goes back to his
class music through a and runs outside the gym to the classroom and colors
01/01 speaker bathroom located across the hall while waiting for his
classmates to return

01/01 In classroom; Ms. B assigns Simon Simon ignores her instruction and lays Ms. B lets Simon read
Group activity- to a group to read his head on his desk with his hands over alone at his desk
reading in a with his ears
group of 4
students

Date Location Antecedent Behaviors Consequence

And Time What happened before Describe the behavior objectively. What happened after the
the behavior occurred? behavior occurred?

01/02 Drop off line at Simon arrives at Simon runs in the opposite direction of Ms. B blocked his
school school and is told to the entrance doors more than 10 feet elopement, then
go inside away redirected him into the
building

In classroom; The morning Simon covers his right ear with his right Ms. B sends Simon to
01/02 Sitting at desk announcements begin hand, and bites his left wrist hard the nurse
playing through the enough for a mark or redness
speaker

In classroom; Ms. B hands Simon a Simon grabs Ms. B’s forearm, with all Ms. B instructs Simon
Independent math worksheet his fingers around her arm and his nails to go to the office for
01/02 task pushing into her skin; leaving a mark or the rest of the day
redness, may or may not draw blood
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In classroom; Ms. B is teaching a Simon bangs his head against his desk, Ms. B continues
Group new math concept repeatedly, hard enough to leave a mark teaching
01/03 Instruction and redness, and can be heard across the
room

In classroom; Ms. B gives out a Simon gets out of his desk, runs towards Ms. B instructs Simon
Group group activity that he and out of the class door and sits in the to go back to his desk
01/03 Instruction is leading hall

In classroom; Ms. B instructs Simon hits his head with a closed fist, Simon is sent to the
Independent Simon to read chapter loud enough to be heard from across the hallway
01/03 work 1 of the history room, leaving a mark or redness
textbook
independently
Cafeteria Simon walks into the Simon drops to the floor, yells loud Simon eats his lunch in
01/03 cafeteria enough to be heard 10 feet away and the hallway
bangs his head contacting the floor
leaving a mark or redness

Date Location Antecedent Behaviors Consequence

and Time What happened before Describe the behavior objectively. What happened after the
the behavior occurred? behavior occurred?

01/04 In classroom; Ms. B is showing her Simon covers his ears with both hands Simon is sent to the
during circle favorite song to the while banging his head contacting the hallway
time class floor, leaving a mark or redness

In hallway Ms. B instructs Simon pulls Ms. B’s hair downward Simon is sent to the
01/04 Simon to return to with a closed fist, moving her head office
class down towards the floor

In classroom; Ms. B gives Simon a Simon tears the paper into multiple Simon is given a
independent crossword involving pieces, destroying the structure of the coloring sheet
01/04 work math equations worksheet
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In classroom; Ms. B ask Simon to Simon ignores her instruction, lays his Ms. B ask his classmate
Group say his answer aloud head on his head and covers his ears what the answer is
01/05 instruction with both hands

In classroom; Ms. B assigns Simon Simon tears the book in half, destroying Ms. B sends Simon to
Circle time a page of the book to the structure and functionality of the the office
01/05 read aloud book.

In office The office assistant Simon drops to the floor, with his head Simon is sat back in the
01/05 instructs Simon back down on his stomach and refuses to get office chair
to class up.

01/05 In classroom; Ms. B gives Simon a Simon tears the paper into pieces, Ms. B gives Simon
Independent worksheet with a changing and destroying the structure of another copy of the
work reading passage the worksheet worksheet
attached

Part C:
Scatterplot for escape behaviors

TIME ACTIVITY 1 2 3 4 5

08:00-8:30 Drop off /

8:30-9:00 Morning announcements /

9:00-9:30 Circle time / / /

9:30-10:00 Teacher instruction / /

10:00-10:30 Independent work / / / /

10:30-11:00 lunch / /

11:30-12:00 gym /

12:00-12:30 Group activity / / / /

12:30-13:00 Classroom instruction / / / / /

13:00-13:30 Independent work /

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Chart is divided into 30-minute intervals for an instructional day of 8:00am-1:30pm.

Displayed expected behavior 1x= /
Displayed expected behavior 2x= X
Displayed expected behavior >2x=