Step 2.2a Use direct observation methods to collect data

The team uses direct observation methods that generally include A-B-C behavior analysis charts and scatter plots.

A-B-C Behavior Analysis Chart

A-B-C behavior analysis chart helps team members determine what happens right before the behavior (the antecedent), the behavior that occurs, and what happens directly after the behavior (the consequence). These data provide insight into why the toddler may be engaging in a particular behavior.

sample data chart

A (Antecedent)

describe the activity and specific events preceding the behavior

B (Behavior)

describe exactly what the behavior looked like

C (Consequence)

describe events that followed or results of the behavior

John was told by mom to clean up his toys in the family room.

John throws himself on the ground, kicking and crying.

John was told to stop screaming and moved to his bedroom by mom.

John was told by dad to wash his hand to get ready for snack.

John throws his toy across the room.

John was placed in his high chair by dad without washing his hands.


A blank A-B-C Data Table is available as a Module Resource.

 

Scatterplots

Scatterplots help team members determine when the behavior is occurring, the possible functions of the behavior, and times of the day when an intervention might be implemented to reduce the interfering behavior.

The following example illustrates how a scatterplot can be used during the FBA to identify when and where the behavior is occurring. The gray boxes marked with “Xs” indicate that the behavior occurred at that particular time on a particular date. The chart can then be used to identify patterns of behavior.

Time

 

Date

8/22

8/23

8/24

8/25

8/26

8/27

8/28

9:15

Play with mom

 

 

X

X

 

 

 

10:00

Leaving house to music time/library time

 

X

X

X

X

X

X

10:15

Trip to the park

 

 

 

X

 

X

 

11:30

Lunch

 

 

 

 

 

 

 

12:30

Storytime

X

X

X

X

 

X

X

1:00

Naptime

 

 

 

 

 

 

 

 

The above scatterplot indicates that this toddler with ASD exhibits the interfering behavior most consistently when he is transitioning to go out of the house and right before naptime. Therefore, these might be times when an intervention could be implemented to reduce the interfering behavior.

It is important to note that scatterplots used in FBA are different from those used by researchers when conducting statistical analyses.

FBA scatterplots are used to identify patterns of behavior and are helpful in determining when interventions can be implemented.

Using standardized behavior rating scales

These types of rating scales provide a standardized form to observe the toddler behavior. Couple examples are the Functional Assessment Observation Form (FAO; O’Neill et al., 1997) and the Direct Observation Form of the CBCL (DOF-CBCL; Achenbach, 1986).

Conducting toddler reinforcer preference assessments

These types of assessments help team members identify activities, materials, etc. that are motivating to the toddler with ASD and might be used during an intervention to decrease interfering behaviors and increase more appropriate behaviors. There are a number of options for completing a reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested (Fisher et al., 1992).

Reinforcer Sampling Suggestions:
  • Gather a selection of items that may be favorable to the toddler. These items can be identified by asking caregivers and observing the toddler.
  • Sit in front of the toddler and hold up two items and say to the toddler, "Pick one."
  • Wait ten seconds for the toddler to indicate his/her choice in whatever manner is appropriate to the toddler (e.g., reaching, pointing, verbalizing, gesturing).
  • Place the selected and non-selected objects in their appropriate containers (i.e., one to hold the toddler’s selections, one to hold the materials not selected).
  • Continue the first three steps until half the objects presented are chosen.
  • Document the items chosen most often, least often, or that produce a notable response (e.g. toddler throws item after choosing it)