B.3 · Behavior Assessment

Functional assessment and ABC recording

Review antecedent, behavior and consequence (ABC) recording through event sequences and repeated observations. These patterns inform the supervisor’s assessment; RBT participation follows specifically assigned procedures and training.

Task B.3: Participate in components of functional-assessment procedures

Useful foundations: A.5: Observable and measurable behavior · D.1: Functions of behavior

The rule

Record antecedent, behavior and consequence in sequence. Use descriptive patterns to inform the supervisor’s assessment of behavioral function.

The antecedent is what happened before; the consequence is what happened after. Function means what maintains a response over time. Descriptive sequences contribute evidence for the supervisor to assess that relation.

Key terms
ABC
Antecedent, behavior, consequence: what happens before, the response itself, and what follows.
Functional analysis
An assessment that systematically changes conditions to evaluate a functional relation; an RBT only assists as specifically trained and directed.

What to look for

DistinctionLook forHow to decide
ABC sequenceEvents before, during and after behaviorRecord observable events in time order.
Description versus functionRepeated relations that can inform a functional hypothesisPresent the observed pattern as evidence for a hypothesis.
Assessment boundarySupervisor-defined observation or procedureAssist with a functional analysis according to specific supervisor direction and training.

Worked examples

ABC recording

Write the event sequence

At 10:05 an adult places a writing sheet on the desk and says, “Write your name.” Sam pushes the sheet onto the floor. The adult picks it up and puts it away for two minutes.

Relevant facts

  • Instruction and sheet placement precede the push.
  • Sheet removal follows it.

Record the instruction as antecedent, pushing as behavior, and removal as consequence.

Writing instruction → sheet pushed off desk → sheet removed

Record what Sam did and what happened immediately before and after it. Include timing and relevant details so the supervisor can assess possible explanations.

Assessment limits

Report the pattern to the supervisor

Across five assigned observations, shouting follows a task instruction four times; staff pause the task after three of those events. The supervisor asked the RBT to collect ABC notes during ordinary sessions.

Relevant facts

  • Several episodes involve tasks and subsequent pauses.
  • No experimental comparison was assigned.

Report the pattern as relevant to a possible escape hypothesis.

Repeated task–shout–pause sequences → question for supervisor assessment

Continue the assigned descriptive observations and send the pattern to the supervisor. Any experimental changes to tasks or breaks require a specifically assigned assessment procedure and appropriate training.

What changes the answer?

Keep the sheet-pushing behavior the same; change what follows.

  • A writing instruction precedes the push.

The adult removes the sheet.

Record task removal as the consequence.

This is relevant to an escape hypothesis.

The adult leaves the sheet and talks with Sam for a minute.

Record adult interaction as the consequence.

The observed sequence now includes attention as the consequence.

Assess function through the relation between behavior and its maintaining consequences.

Remember

  • Before, action, after: record the sequence.
  • A consequence is an event; a maintaining function is an assessment conclusion.
Sources for this topic

Reviewed 2026-09-30 · B.3 version 3.