References in periodicals archive ?
The behavioral GO used for this study are based on Antecedent-Behavior-Consequence (A-B-C) analysis (Bijou, Peterson, & Ault, 1968) commonly used in Functional Behavioral Assessment (FBA; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982) and the de-briefing strategy described by Sugai and Colvin (1997) as both consider the triggering events leading to challenging behavior.
Thompson addresses defining the problem, gathering data, and the Antecedent-Behavior-Consequence (ABC) recording system.
The use of a functional assessment device provided descriptions of antecedent-behavior-consequence relationships, thereby engendering idiographic self-management cessation strategies, and a schedule-reduced smoking component was included in order to facilitate the programmed reduction in nicotine intake.
Describing antecedent-behavior-consequence relations using conditional probabilities and the general operant contingency space: A preliminary investigation.
A descriptive assessment was conducted in Thomas' preschool classroom using an antecedent-behavior-consequence (ABC) procedure similar to that described by Bijou, Peterson, and Ault (1968) in which classroom events were recorded prior to and following instances of hand mouthing.
Antecedent-behavior-consequence data collected by the first author suggested that the environmental context for these intense outbursts frequently involved ambiguous task instructions, attempts to ignore destructive behavior, or consequences that included lengthy discussion and "bargaining" about reduction of task demands.
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.