Why are they doing that? Part one: A quick guide to functions of behavior

In ABA we breakdown behavior into four main functions. We believe in patterns and the idea that patterns of behavior serve purpose for our children and for everyone! When we dive into ‘the why’ behind the behavior, we can more effectively look at how to increase the behaviors we want to see more of and decrease the ones we want to see less of. Attention, tangible, sensory and escape are the four main functions of behavior.

Attention: Sometimes our kids engage in behaviors to get our attention. It’s true what they say even bad attention is still attention. Sometimes our kids engage in behaviors because they want a reaction from us. Some questions to ask yourself to identify if the function is attention may include does this typically happen after a period of my attention being divided? Ex: while I’m cooking dinner, focused on the other kids, or just getting home from work? Do I see this behavior less when I am playing with my child?

Tangible: Sometimes our kids engage in behaviors to get access to something or avoid having to give up an item or activity. Some questions you might ask yourself to look at if a behavior is serving a tangible function may include: is there a toy or activity my child is having difficulty transitioning away from that typically surrounds the behavior? Does the behavior ever delay them having to give up that activity?

Sensory: Sometimes our kids engage in behaviors because it provides a form of release to them, like when people bite their nails when they are nervous or when a person shakes their leg when they are bored. Some questions to consider if you are thinking a behavior may serve a sensory function: Does your child do this behavior regardless of whether they are alone or with other people? Does your child do this behavior even when they have not received any directions from you or are engaged in any social activity? Does your child do this during periods of intense emotions?

Escape: Sometimes our kids engage in behavior to get out of having to do something else. Think about the kid who has learned they if he talks back to the teacher he can get sent to the principals office and avoid having to do math class. Some questions to consider with this function: Is my child doing this because they want to delay or avoid having to do something else? Does this behavior typically happen when directions are giving or surrounding certain routines?

It is important to look at the probable function of a behavior before deciding how to respond because even a behavior that looks the same could serve two different functions. Some children may throw items to get attention while other children may be throwing toys as a sensory function simply because they enjoy watching it fall. In both scenarios, there is a need to respond, but the approach will look different if we know the why.