Welcome! Let’s dig into one of my absolute favorite topics: the functions of behavior! Now, that may seem odd to some of you, but I love it because it is one of the driving points behind behavioral analytic science. What this means is that these four “whys” of behavior are actually science-based and research-driven. When we realize that everything we do has a function to it (whether we realize it or not), then it helps us understand the correlating interventions to put in place for these behaviors.
ABC’s of Behavior
Before we jump right into talking about the four functions of behavior, let’s discuss the ABCs of behavior to get a better understanding of how these functions will affect what is going on with the student.
“A” stands for antecedent. The antecedent is what happens directly before the behavior occurs; this can be external or internal. An example of this that is familiar to everyone is the feeling of hunger; while another example may be a teacher giving a directive in the classroom. “B” stands for behavior. The behavior is simply anything an individual does; this can be observable or internal. An example of this could be eating a sandwich (behavior) when you are hungry (antecedent). Another example could be a student yelling (behavior) after being given a directive (antecedent). “C” stands for consequence. The consequence is any action or response that follows a behavior. An example is the feeling of being full (consequence ) after eating a sandwich (behavior). Another one could be a teacher affirming the feelings of the student, but not paying attention to the behavior (consequence) after they yell (behavior).
Get a free ABC data sheet here.
Setting Event
Although this is not technically part of the ABCs of behavior, the setting event is important to always keep in mind when challenging behavior arises out of what seems like nowhere. This is something that can happen long behavior the challenging behavior begins. It sets the stage for whether the behavior is more or less likely to occur. An example may be if the child did not eat dinner at home the night before, therefore, the child was very hungry and exhibited challenging behaviors at school.
Functions of Behavior
The four functions of human behavior are escape, tangible, sensory, and attention. The infographic below shows a quick overview of the 4 functions. An example of an escape-maintained behavior would be if a student is told to write their name on the paper, and they throw the pencil at the teacher. A student engaging in a tantrum because they want a toy is an example of a tangible maintained behavior. An example of an attention-maintained behavior is a student throwing a chair across the room for attention from the teacher and classmates. An example of sensory-maintained behavior is a student flapping their hands and rocking back and forth.
Interventions: Sensory
Sensory-maintained behaviors are not always ones that need to be targeted for intervention, such as hand flapping or rocking when happy. They can, though, escalate to more dangerous or distracting behaviors, such as self-injurious head banging for sensory pleasure. To meet our students’ appropriate sensory needs, we provide unique sensory experiences with a range of choices. Not every student benefits from a fidget tool, but a student may need to learn how to functionally communicate their need to take a break. It is also important for us to be observing our students and deciding how we can provide them with appropriate ways to meet their sensory needs. For instance, if a child is constantly rocking back and forth in a regular chair, try to offer a rocking chair or a wobble stool for them.
Interventions: Escape
It is very important to create a schedule and stick to it. You should preview what is next in the schedule for students. Offer choices! Sometimes our students want to escape the demand, because they want to feel in control. Offering the student a few different ways to do the task at hand gives them a sense of autonomy and control. Build in frequent breaks into the students’ schedule. This will decrease their desire to escape a task, because they are already being provided so many breaks. Include the student’s interest in a task. For example, instead of just adding numbers with blocks as manipulatives, maybe try adding dinosaurs or unicorns.
Interventions: Tangible
If a student is exhibiting challenging behaviors due to wanting something, you can provide frequent breaks to access the highly preferred item between less preferred items or activities. Conduct frequent preference assessments. Our students’ wants are always changing, so we have to make sure that we are always aware of what will be highly motivating and reinforcing for that student at any given time. Utilize a token economy with a picture of the preferred item on it, so the student can see what exactly needs to be done in order to access the preferred item. Utilize the preferred item as reinforcement! “First do (task at hand), then (preferred item).”
Interventions: Attention
First and foremost, it is important to remember that a student seeking attention usually does not care if they receive negative or positive attention. One intervention to utilize is proximity seating to the teacher, so the teacher can constantly provide positive reinforcement. We need to teach and then reinforce positive ways of gaining attention. You could teach a student to raise their hand to talk or to gently tap you for attention. When they do what was taught, provide lots of praise and reinforcement. Make sure you are always building positive relationships with students to prevent the need for further attention-seeking. Last but not least, drop the power struggle. Surrender any back and forth between the teacher and student. They are loving the attention they are gaining from going back and forth with you.
Replacement Behaviors
Replacement behaviors are appropriate actions taught to replace inappropriate behaviors. It is always important to remember what it is we want the student to do, instead of the behavior they are presenting. A lot of times, the replacement behavior will revolve around functional communication teaching for our students who have communication deficits. This is going to teach the student an appropriate way to ask for what they need or want. It could be attention, a break, a certain item, or to access a sensory item or need. Replacement behaviors have to be directly taught! Students do not know what is expected of them if it is not explicitly taught to them. Don’t forget to reinforce these appropriate replacement behaviors!
The End
Whoo! That was a lot of information. Quick review: the 4 functions of behavior are sensory, escape, tangible, and attention. Always be thinking of why your student is exhibiting a certain behavior, implement the corresponding intervention, then teach and reinforce an appropriate replacement behavior.
The next step is taking data on all of these behaviors, so you can find an appropriate replacement behavior! To learn all about taking behavior data in the classroom, check out this blog.
Learn about Digital data here!
Learn about Behavior Support Plans here!
Learn how to calculate Behavior Data here!
Thank you so much for stopping by, and I hope the blog will help you out in your classroom!
