Comparison of Narrative and Class-Based ABC Data Collection Procedures

Mark Damian Solnick, University of South Carolina


To ensure that functional behavioral assessments conducted in school settings are valid, data collection must be consistent with true events. Currently, ABC data collection procedures have remained relatively similar since their introduction by Bijou et al. in 1968. The purpose of this study was to evaluate if a class based recording method could improve the accuracy of school psychologists' ABC data collection compared to narrative recording methods. Results indicated that class based recording methods were not significantly better compared to narrative methods, but school psychologists frequently used imprecise recordings. School psychologists require additional training to improve their ability to record ABC data objectively.