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Anecdotal Record to ABC Analysis

Assignment:  You will watch this video: 

Eddie

  and write an anecdotal record of the events.  You will then convert that anecdotal record into an ABC analysis.

Example of Anecdotal Record and ABC Analysis

Matt, a 4th grade student, seems to react in a negative manner toward his peers. During his reading class, he pushed another student and said a sarcastic remark to his teacher when he was instructed to get his reading homework out to pass toward the front of the class.
Follow This Case

During this reading class, Matt’s teacher requested that the special education teacher observe to assist her with figuring out why Matt seemed to be having difficulty. The special education teacher completed an anecdotal recording.

Anecdotal Recording
of Matt’s Behaviors
Matt entered the classroom. He went to his desk and talked to the student sitting next to him. The student responded. When the teacher requested that the students prepare for their oral reading period, Matt continued talking with his peer. The peer asked Matt to leave him alone.

Matt continued talking to the student and the student replied “Leave me alone. Stop talking. We are going to get into trouble.” At this point, Matt shoved the student. Peer repeats request. The teacher instructed the students to hand in their reading questions that were assigned for homework.

The peer told Matt, “Pay attention. Get your homework out.” At this point, Matt replied, “I didn’t do the stupid homework.” The peer laughs.

Analysis of Anecdotal Records
Once the anecdotal recording is completed, the teacher analyzes the behavior to determine the sequence of the behaviors and the consequences for those behaviors.
Review the anecdotal recording on the previous slide. Determine the antecedents (what occurred before the behavior), the behaviors, and the consequences of the behaviors.

Write each in the following format:
Antecedents Behaviors Consequences

Antecedents Behaviors Consequences

Matt enters the room.
Matt talks to his peer.
The peer responds.
Teacher gives command.
Matt talks to his peer.
The peer responds.
Peer tells Matt to
stop.
Matt pushes peer.

The peer responds.
Peer tells Matt to get homework out.
Matt talks to peer.
The peer responds
(laughs).

Functional Behavior Assessment

Student’s Strengths

Operational Definition of the Target Behavior

Setting

Antecedents

Consequences

Environmental Variables

Hypothesis of Behavioral Function

Behavioral Intervention Plan
Summary of Previous Interventions Attempted
Replacement Behaviors
Intervention Strategies and Supports
Environment
Instruction/Curriculum
Positive Supports
Motivators and/or rewards
Restrictive Disciplinary Measures
Crisis Plan
Data Collection Procedures and Methods
Provision for Coordination with Caregivers

Observation
Purpose of observation: gain an awareness of what factors are influencing the behavior and identify the target behaviors
Observation of a specific situation: i.e. during lunchtime, recess, or show and tell
Observation in various settings: i.e. across different settings, such as in the classroom, on the playground, and during band
Observation at different times during the day: i.e. in the morning, in the afternoon, and by parents in the evening
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Observation Methods
Anecdotal recording: record behaviors and interactions within a given time frame
Event recording: look specifically for one or more target behaviors and records the frequency with which they occur. (also referred to as frequency
Latency recording: determines the amount of time between a given stimulus for the child and the response
Duration recording: the amount of time a target behavior occurs is recorded
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An interview method of gathering information that is conducted face to face between two people (the interviewer and the interviewee) whereby recorded responses to questions are obtained.
Purpose: to gain insight into the nature and history of the child’s difficulties.
Purpose to interview the child: to determine whether the child has any awareness that there is a concern about his or her behaviors and the degree to which he or she may be willing to change.
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Interviews

Types of Interviews
Structured interview: An interview in which the individual is asked a specific set of predetermined questions in a controlled manner.
Unstructured interview: An interview in which the questions are not predetermined, thereby allowing for substantial discussion and interaction between the interviewer and interviewee.
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Psychological Tests that assess social/emotional and behavioral health
Types:
Projective Tests
Apperception Tests
Sentence Completion
Rating Scales
Adaptive Behavior Measures

Projective Tests
A projective drawing test: The tests are used to get the child to “project” his feelings about himself onto paper.
The examiner looks for certain patterns in the drawings and the way the child handles what is being asked (e.g., a child who draws away from everyone else may have low self-esteem, or a child who takes the pencil and writes very hard on the paper may be exhibiting anger).
Two common examples:
Goodenough-Harris Drawing Test (GHDT)
Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED)
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Apperception Tests
Apperception tests require a child to view various picture cards and “tell a story.”
Purpose: to elicit central themes from the child.
Children’s Apperception Test (CAT)
Thematic Apperception Test (TAT)
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Children’s Apperception Test examples

Thematic Apperception Test example

Sentence Completion Tests
Sentence completion tests :
Student fills in the rest of the sentence after being given a prompt.
Gives indications of the emotions and feelings
I wish _____________
When I grow up _____________
My mother _____________
My best subject is _____________
I am happy when ___________
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A few thoughts about projective, apperception and sentence completion tests
Never used in isolation to make a diagnosis. Must triangulate the themes, diagnoses and hypotheses about the child with multiple measures.
Administered in a battery and only by a qualified psychologist
For teachers: implications when reviewing children’s artwork and writings. May indicate deeper, psychological issues and problems.
Teachers should report anything disturbing to school professionals like counselors, social workers, or psychologists.
You are not DIAGNOSING the child, just bringing to others attention the presence of disturbing content that may or may not indicate mental health issues.
Anyone read Stephen King?

Rating Scales
Rating scales
Rates frequency, intensity and/or duration about a behavior
Provides information on how others view the child’s strengths and weaknesses.
Often scales are administered to the student (when appropriate), the parent, and the teacher
EXAMPLES:
Conners 3rd Edition™ (Conners 3)
Attention Deficit Disorders Evaluation Scale–3rd Edition (ADDES-3)
Attention Deficit Disorders Evaluation Scale: Secondary-Age
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Assessment of Adaptive Behavior: the effectiveness or degree with which individuals meet the standards of personal independence and social responsibility expected for age and cultural groups
Communication Skills
Self-Care
Community Use
Home Living
Self-Direction
Social Skills
Health and Safety
Leisure
Functional Academics
Work Skills

Measures of Adaptive Behavior
AAMR Adaptive Behavior Scale, Residential and Community–2nd Edition (ABS-RC:2)
AAMR Adaptive Behavior Scale–School (ABS-S:2)
The Adaptive Behavior Evaluation Scale–Revised (ABES-R)
Vineland Adaptive Behavior Scales–2nd Edition (VABS-2)
Developmental Assessment for the Severely Handicapped–2nd
Edition (DASH-2)
Adaptive Behavior Inventory (ABI)

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