ABC OBSERVATION FORM
Student Name: ____________________ Date: ___________________________
Observer: _________________________ Time: ___________________________
Setting: ___________________________ Staff: ___________________________
Task/Lesson: _________________________________________________________
Antecedent Events Behavior Consequent Events
(Describe what happened (Describe what the student did in (Describe what happened
immediately prior to the objective, observable terms.) immediately following the
behavior.) behavior.)
The following are some examples of possible Antecedents, Behaviors and Consequences.
Please indicate the number in the columns above and make notes about what you saw.
Possible Antecedents Behavior Possible Consequences
1. Task presentation 1. Delayed initiation 1. Task termination
2. Others’ comments 2. Refusal 2. Activity change
3. Activity change 3. Verbal threats/agg. 3. Neg. adult attention
4. Escalating chain 4. Physical aggression 4. Neg. peer attention
5. Rate of instruction Specify: ____________ 5. Pos. adult attention
6. Other: ___________ 5. Running away 6. Pos. peer attention
____________________ 6. Other: __________ 7. Other: _________
____________________ ____________________ __________________
Using the ABC Observation Form
The ABC Observation Form is helpful in gathering information on a specific
behavior for a Functional Behavioral Assessment. Although several possible behaviors
are listed on the form, it is more practical to limit the behavior that you are collecting
information on to one.
Circle the behavior in the column at the bottom that you are observing. If it is not
listed, write it in next to “Other.” When you observe the behavior occurring, write the
number in the column under “Behavior” in the table above. Jot brief notes or key words
to remind you of exactly how the behavior was displayed.
In the column under “Antecedent Events,” think about what happened
immediately prior to the student displaying the behavior and write the number of the
possible antecedent from the column below the table. Jot down brief notes to help you
recall what happened. If it’s not listed as a possible antecedent, next to “Other” write
what you think it was.
In the column under “Consequent Events,” write down the number of what you
thought the possible consequence was from the list below the chart. If it’s not listed, write
it next to “Other.” Make some brief notes to help you remember what form the
consequence took.
Here are a couple of examples:
Antecedent Events Behavior Consequent Events
(Describe what happened (Describe what the student did in (Describe what happened
immediately prior to the objective, observable terms.) immediately following the
behavior.) behavior.)
3. Rdg. to Wrtg. 2. “Don’t want to!” 5. Tchr. encouraged.
“You’re gd. at math.”
1. “Something you’re good
at ….”
Antecedent Events Behavior Consequent Events
(Describe what happened (Describe what the student did in (Describe what happened
immediately prior to the objective, observable terms.) immediately following the
behavior.) behavior.)
4. Con’t ref. → 5. Ran out of room. 3. Tried to catch
2. “Must do or no recess.” 1. Sent to office rest of day.
