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Antecedent-behavior-consequence (ABC) data (Bijou, Peterson, & Ault, 1968) were collected individually for each participant across several observations (range = 4-8).
The most popular model is the antecedent-behavior-consequence (ABC) approach to determine triggers and function (Olympia et al.
Thompson addresses defining the problem, gathering data, and the Antecedent-Behavior-Consequence (ABC) recording system.
Descriptive data were collected with narrative and antecedent-behavior-consequence (ABC) recording throughout the school day across multiple school settings including the special education resource room, regular-education art, physical education, and the school hallways.
Antecedent-behavior-consequence (A-B-C) style assessments can be used as a format for direct observations (Liaupsin et al.