Have you ever wondered why a child might throw a tantrum, hit others, or refuse to engage in a task? These challenging behaviours can often leave parents, educators, and caregivers feeling frustrated and helpless. However, every behaviour serves a purpose—or as we say in behaviour analysis, every behaviour has a function.
In today’s blog post, I’ll be diving into the four main functions of behaviour: escape, attention, access to tangibles, and sensory. By understanding these functions, you can start to see behaviour as a form of communication and take steps to address it effectively.
The Four Main Functions of Behaviour: Each behaviour, whether positive or negative, serves a purpose for the individual. Once we understand what the person is trying to achieve, we can better support them in learning more appropriate ways to meet their needs.
Escape: This function occurs when a person engages in a behaviour to get away from something they find unpleasant or challenging. For example, a child may throw a tantrum to avoid doing homework or completing a difficult task. They’ve learned that the behaviour helps them escape the situation.
Intervention Tip: If a behaviour serves the function of escape, one strategy is to break the task into smaller, more manageable steps and reinforce completion of each step. This reduces the likelihood of escape behaviours and builds confidence in the individual’s ability to complete tasks.
Attention: Some behaviours occur because the individual is seeking attention from others, whether positive or negative. A child might act out because they know it will get a response from a parent or teacher, even if it’s reprimanding. For that child, any attention—good or bad—is reinforcing.
Intervention Tip: To address attention-seeking behaviours, try ignoring the negative behaviour (as long as it’s safe to do so) and instead, provide positive reinforcement when the individual is engaging in appropriate behaviours that seek attention in healthier ways.
Access to Tangibles: This function occurs when the behaviour is a way to gain access to something they want, such as food, toys, or other items. A child may scream or cry until they get the toy they were asking for, or a person may engage in inappropriate behaviour to get something they desire.
Intervention Tip: It’s important to teach the individual more appropriate ways to request the item they want, such as using words, sign language, or a communication device. Reinforcing these alternative communication methods can reduce the reliance on challenging behaviours.
Sensory (Automatic Reinforcement): In some cases, behaviours are self-stimulating, meaning the behaviour itself feels good to the individual. This is common in behaviours like hand-flapping, spinning, or repetitive vocal sounds. These behaviours are often not socially motivated but are instead internally reinforcing.
Intervention Tip: If a behaviour serves a sensory function, it may be necessary to provide alternative activities that fulfill the same sensory needs in a more appropriate way. For instance, offering sensory toys or activities that are safe and socially acceptable can help.
Why Knowing the Function Matters: Understanding the function of a behaviour is key to creating an effective intervention plan. Without knowing why a behaviour is occurring, it’s difficult to address the root cause. For example, if a child is engaging in a tantrum to escape a task, simply giving them more attention won’t solve the problem. Instead, we need to tackle the escape function by making the task more manageable and reinforcing task completion.
In my practice, I always start by conducting a Functional Behaviour Assessment (FBA) to identify the triggers and functions behind challenging behaviours. This helps us develop a targeted Behaviour Support Plan that’s tailored to the individual’s needs.
Case Example: I recently worked with a young girl, let’s call her Lily, who would scream and refuse to participate during group activities at school. Through an FBA, we identified that the function of her behaviour was escape—she found the group activities overwhelming and used the screaming to get out of them.
With this information, we created a plan that included:
Gradual exposure to group settings, starting with smaller groups and increasing as her comfort grew.
Reinforcing her for remaining in the group for even short periods.
Offering her breaks or calming strategies when she felt overwhelmed.
Over time, Lily was able to participate in group activities with her peers, and the screaming behaviour significantly reduced.
Final Thoughts: When we look beyond the behaviour itself and focus on the function, we can create meaningful change. Whether you’re a parent, teacher, or caregiver, understanding the purpose behind a behaviour is the first step in helping someone develop more appropriate and effective ways of communicating their needs.
If you’re dealing with challenging behaviours and need support in understanding the function behind them, feel free to reach out for a consultation. Together, we can create a plan that works for you and your loved ones.
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