Antecedent-Behavior-Consequence (ABC) data does a great job highlighting proximal variables that might impact learner behavior. If we look at ABC data, we get a pretty good read on what happened right before the learner engaged in a problem behavior or right afterward. That’s all well and good. In many situations, it’s simply the removal of an iPad or the introduction of a handwriting task that provokes a problem behavior. That means ABC data has done its job. It has captured the the event that occasioned or rewarded the behavior (whether it be the removal of a reinforcer or introduction of an aversive event).
It effectively summarizes what happened with a learner in a very short period of time. “iPad removed, learner cried, iPad returned”. Three distinct events that happened back-to-back-to-back. ABC data zooms in on a short period of time.
We use this “zoomed in” data to structure what we teach. Many of the antecedents and consequences dictate programs that we’ll use with our learner. For example, if a learner tantrums when we introduce a task, we might teach them to request a break. If a learner engages in problem behavior when a toy is removed, we might teach them to request its return, or we might teach them to play with an alternative toy.
Zoomed-in, ABC data drives a lot of our programming. But it sometimes doesn’t capture what we need when we’re trying to pinpoint a function.
Sometimes we also have to “zoom out” and look at variables on a macro-scale.
We often forget that prior variables that impact the occurrence of problem behavior—setting events— are a kind of “zoomed out” antecedent to problem behavior—especially if the problem behavior occurs at a rate that is higher than usual. Setting events happen prior to our session usually (maybe this morning, maybe five years ago). If the setting event is significant enough it could ultimately be related to the function of the problem behavior.
Zooming out on a learner’s day (or life) and taking into consideration the variables that impact their behavior on a grander scale can help pinpoint function and drive programming. Especially when the traditional ABC data approach isn’t yielding an accurate function of the behavior.
In addition to ABC data on a specific behavior at a micro-level, there are a few ways to take data at a macro-level too.
Here are a few ways to do that:
Take data on differences between ABA sessions. For example, is there a spike in problem behavior in between a morning and an afternoon session? What are the salient differences between these two sessions?
Take data on what happened before the day started, during it, and what is planned for the evening. How did they sleep? How was their morning? What did they eat? Did you see a great deal for problem behavior throughout? What is planned for the evening? Is there a schedule change? A change in caregiver? Ecological assessments are vital for capturing these variables.
Take note of significant events that happened in the child’s life. Look for disruptions, changes, and instances where resources might have been added or subtracted. Was there trauma? A big move?
And here are a few examples oh how “zoomed out”, macro-level data collection might inform clinical decision making.
Data indicates that a learner’s lack of sleep might occasion a day full of problem behavior. This might inform clinical direction in a significant way. The BCBA might work with parents in following a bedtime routine and incorporating related goals in the treatment plan.
A learner is not eating breakfast in the morning which antecedes a morning session with high rates of problem behavior. This might direct the BCBA to implement an eating program with a variety of breakfast foods.
A learner’s mother has to work some evenings and on those evenings an alternative caregiver is with the learner. Data indicates problem behavior increases on days when they know that mom will be working. Based on the data, the BCBA implements a schedule and plan to better prepare the learner for alternative caregiving.
A learner was removed from their home as a young child due to abuse and neglect. The team sees sudden spikes in problem behavior at times where clear antecedents and consequences within the immediate environment are hard to identify. The BCBA implements a plan to help the learner identify safe people and safe environments.
Problem behavior arises when a key reinforcer is taken away or a key punisher is introduced. ABC data, as most of us use it now, captures this if it happens right after or right before the problem behavior occurs. The BCBA will then introduce programming based on the data (functional communication training, for example).
But, sometimes problem behavior comes as a result of a reinforcer being removed or a punisher being added long before an ABA session begins. That means the ABC data won’t capture these events. And it means our response to treating the problem behavior won’t be accurate and it’ll flounder.
The key take away for today is this: Like the iPad, things like sleep are reinforcers. Like a handwriting task, things like childhood trauma are punishers. Taking away the former or introducing the latter in child’s life will have an impact on their behavior long after. We need to be “zooming out” and taking data at a macro-level. Based on that data, we need to write programming that corresponds to the actual reinforcers, punishers, and function of the behavior.
A couple of additional points here:
Some of these setting events (like sleep, eating, trauma, etc.) might go beyond the scope of our practice and experience. Work with your supervisor to identify where those boundaries are.
As a result of the above, some of these setting events might require intervention beyond what ABA therapy provides. Chronic sleep issues, for example, could be a significant medical concern. Be prepared to work closely with other medical and behavioral health professionals to ensure your approach is the right one.
Always ensure that your treatment of problem behavior is ethical and safe. Each learner is different and requires a unique and individualized approach. Again, work closely with your supervisor and other professionals to ensure you’re making the correct decisions.
Stuck on a hard case with a kiddo? Ping me! I’d love to brainstorm some goals with you. Don’t hesitate!