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ABC and Scatter Plot Data:
Helpful Tools for Gathering Information on Challenging Behaviours
THE ABCs OF ABC DATA
What is ABC data?
• Antecedent (A), Behaviour (B), and Consequence (C) data—often referred to as the ABCs of behaviour—help school
teams and behaviour analysts identify patterns of behaviour.
• Triggers or antecedents to behaviours of concern may include common situations such as being asked to complete a
difficult or less-preferred academic task or school routine, having preferred items or activities restricted (e.g. asking a
student to put his iPad® away), and during times of the day when adult or peer interaction is limited (e.g. independent
work).
• Knowing the elements (antecedents) that trigger a student’s reaction (behaviour) and how peers and school teams
respond to the behaviour (consequences) can provide useful information as to why the behaviours continue.
• When combined, this information can ultimately guide teams in developing effective interventions. Assisting teams in
changing the environment and adapting the ways in which they respond to behaviours of concern may prevent or
reduce the future likelihood of these behaviours.
• Improve fine motor skills
How is ABC data collected?
• ABC data is collected by one or more staff members who frequently work or interact with the student.
• This type of data can be collected for as few as two or three days or as many as several weeks, depending on how often
the student attends school and how often behaviours of concern are observed.
• Data may be collected throughout the day or for specified periods of time in which the behaviours are more likely to
occur. The goal is to gather enough information to develop a firm hypothesis regarding the student’s behaviours that
will assist with the development of effective strategies or interventions.
TIPS FOR COLLECTING ABC DATA
1. Identify who will be responsible for collecting the data.
2. Identify one or two behaviours of concern that your team will prioritise.
3. Define the behaviours in very specific terms so that everyone collecting the data will know exactly what behaviours to
include and when a specific behaviour occurred. A good definition is one that could be given to someone who does not
know the student but would be able to identify the behaviour(s).
4. Decide when and how often data will be collected.
5. When collecting data, try to capture what is happening in as few words as possible (see examples below).
6. Limit your data to what you observe the student or staff doing. Avoid making assumptions about what the student or staff
are thinking or feeling.
7. Antecedent data: should include information on what occurred directly before the behaviour was observed. Consider
situations like the following:
a. Student working alone
b. Adult gives a direction (e.g. “Do your math”; “You need to walk”; “Wait your turn”)
c. Teacher tells student to put his phone away
d. Student loses a turn during game with peer
