EDSP 363
OBSERVATION AND D C A TATA OLLECTION SSIGNMENT EMPLATE
This is a four-part assignment including the following elements:
Part 1: Narrative Observation (Hour 1)
Part 2: ABC Chart (Hour 2)
Part 3: Scatterplot (Hour 3)
Part 4: Analysis of the Behavior
Part 1: Narrative Observation (Hour 1)
Instructions
Write a descriptive narrative of everything you observe in the first hour in this setting. Describe
the physical environment and the social climate. Describe the individuals in the environment and
the activities observed. . From what you write in this Remember to use descriptive words only
narrative of your first hour of observation, you will identify one specific individual whose
behavior you will observe and analyze over the next two hours of observation.
Date of Observation: 8/30/2023 Setting(s): Playground
Time Start: 9:00 am Stop Time: 10:00 am
Narrative Observation
(400 -500 words)
I help to provide a respite for the family of a middle school aged student we will call Josh. It
was a sunny day, and finally not too hot, so Josh and I took the opportunity to go to a park near
to his family’s home. Josh normally does well within a public setting, provided he is given
enough space from other people, whether it is strangers or peers. When someone gets into
Josh’s “bubble”, his behaviors are to show aggression and property destruction. He finds the
outdoors relaxing and has shown enjoyment in going early on in the day. We arrived at the
park and there were not too many people there because most schools in our area have already
begun instruction. This is another reason why Josh likes to go to the playground in the
morning, because he is given the space that he requires. There are two small children there
along with their parents, and everyone seems to be playing independently and having fun. The
park that we went to is a newer park with items that play music that Josh loves to play on. His
favorite musical instrument at the park is the bongos, and he took about five minutes to play
those this morning. Josh began pacing near the slide, which showed me that he was interested
in trying it. I did verbally ask Josh what he wanted to do, and he provided a response of
signing the word slide using ASL. I went up the stairs to the slide to model to Josh how it can
be used, and that is it safe. He did seem timid but did smile as I went down the slide. He
hesitated for about 4 minutes before walking his way up the stairs. He then sat down on the
slide and began to clap and exhibited vocals that showed me he was enjoying himself. I then
told him “Go down the slide” and he immediately pushed himself down the slide. He loved it
and he went down the slide three more times, before he signed for water. We sat down on a
bench that was near to the slide and he opened his water bottle and drank the entire thing. He
then stood up to go back to the slide, but one of the small children, a girl, was playing on it.
Josh did begin to pull at his hair, showing precursors to more aggression. I told Josh that we
could either wait or play appropriately with the other children. He did choose to wait, and we
practiced square breathing. Square breathing has shown to be very effective on bringing Josh
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EDSP 363
back down to baseline.
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EDSP 363
Part 2: ABC Chart (Hour 2)
Instructions
In this second hour of observation, focus on one individual in the setting and his or her
observable behaviors. The ABC chart should include at least three observable behavior episodes.
You may add additional rows for additional behavior episodes. Record all episodes observed in
hour 2, clearly describing what happened before (antecedent) and after (consequence) the target
behavior manifested.
Date: 8/30/2023 Setting: Playground
Time Start: 10:00 am Stop Time: 11:00 am
Individual Observed: Josh - autism
(Use a pseudonym and if the student has an identified disability, and state the disability)
Antecedent
Exactly what occurred just
before the targeted behavior was
exhibited.
Behavior Targeted for
Decrease
Types of behaviors displayed
during the incident
Consequence
Exactly what happened
immediately after the behavior
was exhibited.
Prompted to go up the
stairs.
Non-compliance
(shutting down)
Throwing water bottle
Prompted to fold my
hands and sit down.
Prompted to
communicate in ASL
his need
Child at park went
down preferred slide
Self-aggression (hair
pulling)
Gave options to wait
or go down different
slide
Timer went off, was
time to eat lunch
Aggression (threw
mulch at me and
screamed)
Set a timer for lunch
and used first then
directions
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EDSP 363
Part 3: Scatter Plot (Hour 3)
Instructions:
Identify one of the target behaviors observed while completing the ABC chart and collect
baseline behavior by completing the scatterplot below. Place an X in one box for each
occurrence of the target behavior within each 5 minute interval across the 60 minutes you
observe. You are welcome to modify the scatterplot if needed depending on the frequency and
intensity of the target behavior.
Target Behavior Observed: Hair-pulling (self-aggression)
Date: 8/30/2023 Setting: Playground
Time Start: 11:00 am Time Completed: 12:00 pm
Time
Elapsed
in
Minutes
(Place an X in one box for each occurrence the target behavior within the 5
minute interval)
5 X
10
15 X
20
25
30
35
40
45 X
50 X
55
60 X
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EDSP 363
Part 4: Analysis of the Behavior
Instructions
Answer the questions below by analyzing the baseline data collected on the behavior observed,
drawing on your narrative description, ABC chart, and scatterplot data.
Question Response
1. Describe the
problem behavior
observed, including an
operational definition
and examples.
When Josh has his space invaded, even if it is someone known
to him, he is more likely to exhibit self-aggression.
When an individual, known, or unknown to Josh, enters a
physical area that he perceives as his immediate personal
territory, Josh will turn to self-aggression.
Ex.: Person walks up to Josh to say hello and gets too close,
Josh will pull his hair.
2. Analyze the data
collected and make a
hypothesis about the
function (i.e., purpose)
of the problem
behavior.
When approached too closely, Josh, will self-aggress in order to act as a
deterrent, signaling to the invading person to back off and respect his
space.
3. Propose observable
replacement
behavior(s) that could
be taught and strategies
and interventions to
reinforce the proposed
replacement behavior.
When Josh finds his space being invaded, he will use ASL to sign “break”
showing that he needs space.
In a controlled setting, have a known person to Josh approach him within
his eyesight and have him signal “break”. The person will them
immediately give him a break. He is positively reinforced by gaining the
space he requires.
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