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The ABC Checklist is used to track student behavior over time. It lists potential antecedents, behaviors, and consequences to document for a student. Teachers can check off which antecedent preceded which behavior, and then note the consequence and duration of the behavior. Repeated use allows teachers and others to identify patterns and determine effective strategies to help modify student behavior.
The ABC Checklist is used to track student behavior over time. It lists potential antecedents, behaviors, and consequences to document for a student. Teachers can check off which antecedent preceded which behavior, and then note the consequence and duration of the behavior. Repeated use allows teachers and others to identify patterns and determine effective strategies to help modify student behavior.
The ABC Checklist is used to track student behavior over time. It lists potential antecedents, behaviors, and consequences to document for a student. Teachers can check off which antecedent preceded which behavior, and then note the consequence and duration of the behavior. Repeated use allows teachers and others to identify patterns and determine effective strategies to help modify student behavior.
Date Time Antecedent Behavior Consequence Duration ___Alone ___Refusing to ___Ignored ___< 1 min. ___With peers follow directions ___Used proximity ___Preparing for outing ___Disrupting ___Nonverbal cue ___ 1-5 ___Ending an activity class ___Verbal warning min. ___Participating in group ___Making verbal ___Changed ___Asked to do something threats assignment ___ 5-10 ___Asked/told “not to” ___Hurting self ___Redirected min. ___Transitioning ___Destroying ___Loss of ___Working on academics property privileges ___ 10-30 ___At recess ___Screaming/ ___Gave time out min. ___Being ignored Yelling ___Referral ___At lunch ___Refusal to ___ 1/2 -1 ___Given a warning complete work hr. ___About to begin new ___Throwing/ activity Kicking ___ >1 hr. ___Other ___Other
Date Time Antecedent Behavior Consequence Duration
___Alone ___Refusing to ___Ignored ___< 1 min. ___With peers follow directions ___Used proximity ___Preparing for outing ___Disrupting ___Nonverbal cue ___ 1-5 ___Ending an activity class ___Verbal warning min. ___Participating in group ___Making verbal ___Changed ___Asked to do something threats assignment ___ 5-10 ___Asked/told “not to” ___Hurting self ___Redirected min. ___Transitioning ___Destroying ___Loss of ___Working on academics property privileges ___ 10-30 ___At recess ___Screaming/ ___Gave time out min. ___Being ignored Yelling ___Referral ___At lunch ___Refusal to ___ 1/2 -1 ___Given a warning complete work hr. ___About to begin new ___Throwing/ activity Kicking ___ >1 hr. ___Other ___Other