Functions of Behaviour: Understanding Why Behaviour Happens

In another post titled, “What is Behaviour (Beyond ‘Good’ and ‘Bad’)”, we explored the idea that behaviour is a form of communication. Individuals may engage in certain behaviours to gain attention, escape or avoid a situation, access tangible items or activities, or fulfil sensory needs.

In this article, we expand on this concept by emphasising that behaviour does not occur randomly. Instead, it serves a purpose. By understanding the underlying functions of behaviour, professionals and parents can better identify the needs being communicated and respond in ways that effectively support individuals with additional needs.

Why is it important to understand the functions of behavior in ABA?

Understanding the function of a behaviour allows us to make informed, ethical, and effective intervention decisions. Let’s think about it, the same behavior can be used for different functions, for example, a child banging his head on the table may be:

1. Trying to escape a difficult task

2. Seeking attention from a caregiver or teacher

3. Getting access to a tangible item

4. Fulfilling a sensory need

Hence, instead of just reacting to what we observe, and using a one-size-fits-all intervention model. We collect data to help us determine the correlation between the behaviour and the antecedent or consequence. With that knowledge, we would then be able to address the root cause of the behaviour. This approach ensures that strategies used support and respect the needs of the individual. Promoting a more meaningful and lasting behaviour change. 

How do we decide what the function of behaviour is? 

We can hypothesize the function of behaviour through Functional Behaviour Analysis (FBA). The results of an FBA typically include a clear, observable and measurable description of the behavior, the contexts in which it is most likely to occur, and the identification of its possible functions (Johnson & Carpenter, 2022). O’Neill and colleagues (2015) defined FBA as a functional behavior assessment, which is a systematic process of gathering and analysing information, seeing trends to determine the function of a learner’s challenging behavior.

4 Steps of FBA include: 

Step 1: Defining the behavior - The behaviour has to be observable and measurable. A question we can ask ourselves would be, what behaviour are we trying to increase or reduce?

Step 2: Collecting Data through FBA- We can collect data through direct observation and/or indirect interviews.

A sample of an ABC data sheet may look like this:

Antecedent-Behavior-Consequence (ABC) Data Sheet
Student:	Observer:	Behavior: Scream and lying down on floor
Date / Time (when the behavior occurred)	Activity(What activity was going on when the behavior occurred)	Antecedent	Behavior	Consequence
e.g., 10:30am	English lesson	Teacher handout a writing worksheet to the class	Student scream and lie on the floor.	Teacher takes away the worksheet and bring student to calm down corner until the class ends.

The Four Main Functions of Behavior in ABA (Alberto & Troutman, 2013)

1. Escape (Avoidance) 

   This behavior may occur when an individual is attempting to avoid or escape from a situation, task, person, or environment. 

   e.g., a student may attempt to run out of the school hall during school assembly on his first national anthem. 

   
   

2. Attention

   This behaviour may occur when an individual wants to gain either positive and/or negative attention.

   e.g., an individual may look in your direction and attempt to climb onto the window seal.

   
   

3. Tangible 

   This behavior may occur when an individual wants to attain something tangible.

   e.g., An individual might persistently request for a toy or a device in order to attain it.

   
   

4. Sensory 

   This behaviour may occur as a means of self-regulation, to address hyposensitivity, or to cope with external stressors.  

   e.g., An individual who frequently places items in their mouth may be seeking oral sensory input, with the behaviour serving to meet their specific sensory need.

   
   

Step 3: Formulate a hypothesis of the function of the behavior with the data collected

Collecting data and analysing trends can help us develop a more accurate hypothesis of the function of the target behavior. 

What next? 

Step 4: Replace the behavior with functional skills 

In ABA, we do not simply identify and expect the individual to stop the behavior; instead, we focus on understanding its function and teaching more appropriate alternative skills that serve the same purpose. 

For example, when supporting escape-motivated behavior, we may adjust task demands by modifying task difficulty by using task analysis to break them down into smaller, and more manageable steps, or using a visual schedule and giving them choices (Lory et al., 2020) and/or increasing motivation with token economies to attempt the tasks (Andzik et al., 2022).

We can also teach functional communication skills to request breaks or help when needed. 

While for attention-seeking behaviour, we can reinforce appropriate ways of gaining attention (e.g., raising a hand, tapping appropriately, or using communication systems (AAC)) while reducing reinforcement of them with our attention for inappropriate attention-seeking behaviours. The use of social stories are also found to be useful to help individuals see from perspective and make smart choices (Gullón‐Rivera et al., 2019).

For tangible-motivated behaviours, we may teach functional communication skills such as manding to request items appropriately using words, gestures, or AAC. In addition we can reinforce skills such as waiting and turn-taking when access to preferred items when it has to be delayed.

Lastly, for sensory-motivated behaviour, we can provide appropriate sensory alternatives, such as offering a chew toy instead of biting non-preferred objects. We may also incorporate scheduled sensory breaks into routines and teach self-regulation strategies.

Conclusion

In conclusion, understanding the function of behaviour shifts our perspective from simply managing or reducing behaviour to teaching meaningful replacement skills. Behaviour is viewed as communication, and by identifying its function, we are better equipped to respond with empathy and implement strategies that support positive outcomes. By addressing the underlying need rather than focusing solely on the observable behaviour, we can help individuals develop more adaptive and functional skills, leading to improved outcomes across environments and greater long-term independence and success.

References: 

Alberto, P., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed). Pearson.

Andzik, N., Smith, E., & Neef, N. (2022). Using a token economy to treat escape-maintained problem behavior without extinction. Behavior Modification, 46(1), 128–146. https://doi.org/10.1177/0145445520966762

Gullón‐Rivera, A. L., Millar, R., & Flemmings, S. (2019). Training parents to create and implement social stories^TM: Promoting social competence in children without disabilities. Family Relations, 68(4), 450–468. https://doi.org/10.1111/fare.12374

Johnson, H. N., & Carpenter, M. E. (2022). Including student input as a critical component of functional behavior assessment. Beyond Behavior, 31(3), 175–184. https://doi.org/10.1177/10742956221108365

Lory, C., Rispoli, M., Gregori, E., Kim, S. Y., & David, M. (2020). Reducing escape-maintained challenging behavior in children with autism spectrum disorder through visual activity schedule and instructional choice. Education and Treatment of Children, 43(2), 201–217. https://doi.org/10.1007/s43494-020-00019-x

O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior (3rd ed.). Cengage Learning.