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Dialogue: 0,0:00:00.00,0:00:05.31,Default,,0000,0000,0000,,[Music]
Dialogue: 0,0:00:05.31,0:00:10.08,Default,,0000,0000,0000,,Narrator: Here is a brief overview of the \NABC model of ABA.
Dialogue: 0,0:00:10.08,0:00:14.83,Default,,0000,0000,0000,,ABC stands for antecedent, behavior, \Nand consequence.
Dialogue: 0,0:00:14.83,0:00:20.78,Default,,0000,0000,0000,,The ABC model is a three-part system \Nused to understand why a behavior occurs.
Dialogue: 0,0:00:20.78,0:00:26.08,Default,,0000,0000,0000,,ABC charts are used to provide solid\Ndata and evidence to support behavior
Dialogue: 0,0:00:26.08,0:00:29.33,Default,,0000,0000,0000,,intervention plans and functional\Nbehavioral assessments.
Dialogue: 0,0:00:29.33,0:00:33.10,Default,,0000,0000,0000,,ABC charts are an essential part of a \Nstudent's FBA.
Dialogue: 0,0:00:33.10,0:00:38.16,Default,,0000,0000,0000,,One of the main goals of applied behavior\Nanalysis is to understand the precise
Dialogue: 0,0:00:38.16,0:00:43.49,Default,,0000,0000,0000,,circumstances that lead to inappropriate\Nstudent behavior, identify the triggers
Dialogue: 0,0:00:43.49,0:00:45.03,Default,,0000,0000,0000,,for student behavior.
Dialogue: 0,0:00:45.03,0:00:50.73,Default,,0000,0000,0000,,And that's what behavior analysis is all \Nabout understanding why.
Dialogue: 0,0:00:50.73,0:00:56.35,Default,,0000,0000,0000,,The broad definition above describes the \NABC model as a three-part system.
Dialogue: 0,0:00:56.35,0:01:01.10,Default,,0000,0000,0000,,The first part the A stands for the \Nantecedent.
Dialogue: 0,0:01:01.10,0:01:07.18,Default,,0000,0000,0000,,The antecedent is what precedes or comes \Nbefore the behavior.
Dialogue: 0,0:01:07.18,0:01:12.04,Default,,0000,0000,0000,,Next is the behavior itself.
Dialogue: 0,0:01:12.04,0:01:19.00,Default,,0000,0000,0000,,The behavior studied should be a \Ndisruptive action.
Dialogue: 0,0:01:19.00,0:01:24.77,Default,,0000,0000,0000,,And the third part is the consequence.
Dialogue: 0,0:01:24.77,0:01:28.51,Default,,0000,0000,0000,,That is what directly follows \Nthe behavior.
Dialogue: 0,0:01:28.51,0:01:32.24,Default,,0000,0000,0000,,When conducting an ABC chart it\Nis very important to pay attention to
Dialogue: 0,0:01:32.24,0:01:36.74,Default,,0000,0000,0000,,the environment of the student as it\Noften leads to an inappropriate behavior.
Dialogue: 0,0:01:36.74,0:01:41.54,Default,,0000,0000,0000,,Student behavior can be triggered based\Nsolely on the environment such as during
Dialogue: 0,0:01:41.54,0:01:45.33,Default,,0000,0000,0000,,a certain class period or around\Nparticular students.
Dialogue: 0,0:01:45.33,0:01:49.09,Default,,0000,0000,0000,,Right now I'm going to give you an example\Nof an antecedent behavior consequence
Dialogue: 0,0:01:49.09,0:01:49.93,Default,,0000,0000,0000,,in play.
Dialogue: 0,0:01:49.93,0:01:53.64,Default,,0000,0000,0000,,Let's say that a classroom teacher just \Nfinished a lesson and wants to call a
Dialogue: 0,0:01:53.64,0:01:57.93,Default,,0000,0000,0000,,student to the board to do a particular \Nproblem in front of the classroom.
Dialogue: 0,0:01:57.93,0:02:01.80,Default,,0000,0000,0000,,A teacher asks our student to do the \Nproblem on the board, but the
Dialogue: 0,0:02:01.80,0:02:03.79,Default,,0000,0000,0000,,student refuses.
Dialogue: 0,0:02:03.79,0:02:07.79,Default,,0000,0000,0000,,The teacher presses the issue and the\Nstudent follows up by cursing out the
Dialogue: 0,0:02:07.79,0:02:10.09,Default,,0000,0000,0000,,teacher.
Dialogue: 0,0:02:10.09,0:02:14.95,Default,,0000,0000,0000,,The teacher then sends a student to his \Nsocial worker or case manager.
Dialogue: 0,0:02:14.95,0:02:18.23,Default,,0000,0000,0000,,Now analyze this situation.
Dialogue: 0,0:02:18.23,0:02:22.89,Default,,0000,0000,0000,,First the teacher asked a student to \Ndo a problem on the board that was
Dialogue: 0,0:02:22.89,0:02:25.21,Default,,0000,0000,0000,,the antecedent.
Dialogue: 0,0:02:25.21,0:02:29.99,Default,,0000,0000,0000,,Next the student cursed at the teacher.
Dialogue: 0,0:02:29.99,0:02:33.82,Default,,0000,0000,0000,,That was the wrong behavior.
Dialogue: 0,0:02:33.82,0:02:38.88,Default,,0000,0000,0000,,And lastly the student was sent to the \NChild Study team.
Dialogue: 0,0:02:38.88,0:02:43.32,Default,,0000,0000,0000,,That was the consequence of cursing at\Nthe teacher.
Dialogue: 0,0:02:43.32,0:02:47.97,Default,,0000,0000,0000,,All this information should \Nbe provided in an ABC chart.
Dialogue: 0,0:02:47.97,0:02:52.55,Default,,0000,0000,0000,,With the ABC model you are looking to \Ncollect data in an organized and
Dialogue: 0,0:02:52.55,0:02:55.20,Default,,0000,0000,0000,,meaningful way.
Dialogue: 0,0:02:55.20,0:03:00.98,Default,,0000,0000,0000,,It is important to provide, dates, times, \Nand incidents when collecting your data.
Dialogue: 0,0:03:00.98,0:03:05.52,Default,,0000,0000,0000,,With applied behavior analysis the more \Ndata collected the better.
Dialogue: 0,0:03:05.52,0:03:09.79,Default,,0000,0000,0000,,Be sure to get a record on all the details\Nas well.
Dialogue: 0,0:03:09.79,0:03:16.28,Default,,0000,0000,0000,,Get the details of the students \Nenvironment.
Dialogue: 0,0:03:16.28,0:03:20.02,Default,,0000,0000,0000,,One environment may affect the students\Nbehavior whereas another environment
Dialogue: 0,0:03:20.02,0:03:22.78,Default,,0000,0000,0000,,may not.
Dialogue: 0,0:03:22.78,0:03:26.91,Default,,0000,0000,0000,,In the example given it is reasonable to \Nsuggest that the student cursed out the
Dialogue: 0,0:03:26.91,0:03:31.55,Default,,0000,0000,0000,,teacher because he didn't want to be \Nembarrassed, however further details may
Dialogue: 0,0:03:31.55,0:03:35.92,Default,,0000,0000,0000,,lead to a different conclusion so \Nthis must be studied.
Dialogue: 0,0:03:35.92,0:03:39.28,Default,,0000,0000,0000,,Right now I just want to say thank you for\Nyour time and do not forget to subscribe
Dialogue: 0,0:03:39.28,0:03:47.00,Default,,0000,0000,0000,,to this channel.