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    Description of Target Behavior (Observable, Measurable Description)

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    Jazmine Keyes
    This document contains a behavior tracking form for a student. The form includes sections to record the student's name, teachers, grade, a description of the target behavior, and data from multiple observations. For each observation, the antecedent, behavior, consequence, duration, intensity, and notes can be recorded. Common antecedents include being given a direction/task, a change in activity, and attention given to others. Behaviors include not following directions, disruption, and aggression. Consequences involve redirection, removal from activity, and isolation. Behavior intensity is rated as mild, moderate, or severe.

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    Description of Target Behavior (Observable, Measurable Description)

    Uploaded by

    Jazmine Keyes
    165 views1 page
    This document contains a behavior tracking form for a student. The form includes sections to record the student's name, teachers, grade, a description of the target behavior, and data from multiple observations. For each observation, the antecedent, behavior, consequence, duration, intensity, and notes can be recorded. Common antecedents include being given a direction/task, a change in activity, and attention given to others. Behaviors include not following directions, disruption, and aggression. Consequences involve redirection, removal from activity, and isolation. Behavior intensity is rated as mild, moderate, or severe.

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    ABCChecklistDataSheet-1

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    This document contains a behavior tracking form for a student. The form includes sections to record the student's name, teachers, grade, a description of the target behavior, and data from multiple observations. For each observation, the antecedent, behavior, consequence, duration, intensity, and notes can be recorded. Common antecedents include being given a direction/task, a change in activity, and attention given to others. Behaviors include not following directions, disruption, and aggression. Consequences involve redirection, removal from activity, and isolation. Behavior intensity is rated as mild, moderate, or severe.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    165 views1 page

    Description of Target Behavior (Observable, Measurable Description)

    Uploaded by

    Jazmine Keyes
    This document contains a behavior tracking form for a student. The form includes sections to record the student's name, teachers, grade, a description of the target behavior, and data from multiple observations. For each observation, the antecedent, behavior, consequence, duration, intensity, and notes can be recorded. Common antecedents include being given a direction/task, a change in activity, and attention given to others. Behaviors include not following directions, disruption, and aggression. Consequences involve redirection, removal from activity, and isolation. Behavior intensity is rated as mild, moderate, or severe.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Student Name: _________________________________________________________ Resource Teacher: ______________________________________________________

    School: __________________________________________________________________ Gen. Ed. Teacher: ________________________________________________________


    Grade: __________________________________________________________________ Principal: ________________________________________________________________
    Description of Target Behavior (observable, measurable description):

    Date: __________________ Time: __________________ Location: ______________________________________ Activity: _______________________________________


    Antecedent Behavior Consequence Duration of Behavior Notes
    ◻ Given direction / task / activity ◻ Not following directions ◻ Verbal redirection ◻ < 1 min ◻ 30 min - 1 hr
    ◻ Asked to wait ◻ Making verbal threats ◻ Physical assist / prompt ◻ 1 - 5 mins ◻ 1 - 2 hrs
    ◻ New task / activity ◻ Disrupting class (describe) ◻ Ignored problem behavior ◻ 5 - 10 mins ◻ 2 - 3 hrs
    ◻ Difficult task / activity ◻ Crying / whining ◻ Kept demand on ◻ 10 - 30 mins ◻ 3+ hrs
    ◻ Preferred activity interrupted ◻ Screaming / yelling ◻ Used proximity control
    ◻ Activity / item denied (told “no”) ◻ Scratching ◻ Verbal reprimand Intensity of Behavior
    ◻ Loud, noisy environment ◻ Biting ◻ Removed from activity
    ◻ Given assistance / correction ◻ Spitting ◻ Given another task / activity
    ◻ Transition between locations ◻ Kicking ◻ Interrupted and redirected ◻ mild :
    ◻ Transition between activities ◻ Flopping ◻ Left alone disruptive but not dangerous
    ◻ Attention given to others ◻ Running away / bolting ◻ Isolated within class
    ◻ Presence of specific person ◻ Destroying / Throwing property ◻ Loss of privilege ◻ moderate :
    ◻ Attention not given ◻ Flipping furniture ◻ Calming / soothing: verbal / physical threats and / or
    ◻ No individual attention & left alone ◻ Hitting self ◻ verbal ◻ physical ◻ both destructive to physical environment
    ◻ No appropriate activity & left alone ◻ Hitting others ◻ Peer remarks / laughter
    ◻ Verbal refusal ◻ Time-out ◻ severe :
    poses an immediate physical danger
    to self and / or other students
    Other Other Other

    Date: __________________ Time: __________________ Location: ______________________________________ Activity: _______________________________________


    Antecedent Behavior Consequence Duration of Behavior Notes
    ◻ Given direction / task / activity ◻ Not following directions ◻ Verbal redirection ◻ < 1 min ◻ 30 min - 1 hr
    ◻ Asked to wait ◻ Making verbal threats ◻ Physical assist / prompt ◻ 1 - 5 mins ◻ 1 - 2 hrs
    ◻ New task / activity ◻ Disrupting class (describe) ◻ Ignored problem behavior ◻ 5 - 10 mins ◻ 2 - 3 hrs
    ◻ Difficult task / activity ◻ Crying / whining ◻ Kept demand on ◻ 10 - 30 mins ◻ 3+ hrs
    ◻ Preferred activity interrupted ◻ Screaming / yelling ◻ Used proximity control
    ◻ Activity / item denied (told “no”) ◻ Scratching ◻ Verbal reprimand Intensity of Behavior
    ◻ Loud, noisy environment ◻ Biting ◻ Removed from activity
    ◻ Given assistance / correction ◻ Spitting ◻ Given another task / activity
    ◻ Transition between locations ◻ Kicking ◻ Interrupted and redirected ◻ mild :
    ◻ Transition between activities ◻ Flopping ◻ Left alone disruptive but not dangerous
    ◻ Attention given to others ◻ Running away / bolting ◻ Isolated within class
    ◻ Presence of specific person ◻ Destroying / Throwing property ◻ Loss of privilege ◻ moderate :
    ◻ Attention not given ◻ Flipping furniture ◻ Calming / soothing: verbal / physical threats and / or
    ◻ No individual attention & left alone ◻ Hitting self ◻ verbal ◻ physical ◻ both destructive to physical environment
    ◻ No appropriate activity & left alone ◻ Hitting others ◻ Peer remarks / laughter
    ◻ Verbal refusal ◻ Time-out ◻ severe :
    poses an immediate physical danger
    to self and / or other students
    Other Other Other

    © 2016 Michael Ryan Hunsaker, Ph.D. - ABC Checklist

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