Functions of behavior

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The Four Functions of Behavior

In the field of applied behavior analysis (ABA), behavior is often categorized into four primary functions:

1. Escape or Avoidance: This function refers to behaviors that a person engages in to escape or avoid an unpleasant or aversive stimulus. For example, a child might cry or throw a tantrum to escape being forced to eat their vegetables.

2. Attention: This function refers to behaviors that a person engages in to gain attention from others. For example, a child might make silly noises or ask for help with a task that they can do on their own in order to get their parent's attention.

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1. Access to Tangibles: This function refers to behaviors that a person engages in to obtain a desired item or activity. For example, a child might ask for a cookie or turn on the TV in order to gain access to those things.

2. Sensory Reinforcement: This function refers to behaviors that a person engages in because they find the sensory experience of the behavior itself reinforcing. For example, a child might rock back and forth or rub their hands together because they find the sensory experience of those behaviors pleasurable.

Understanding the Functions of Behavior

Understanding the function of a behavior is essential for developing effective interventions to change it. If you can identify the function of a behavior, you can then develop a plan to address that function in a more socially acceptable way.

For example, if a child is crying and throwing a tantrum to avoid eating their vegetables, you might develop a plan to gradually introduce the vegetables to the child in a positive way. Or, if a child is making silly noises to get attention, you might teach them alternative ways to get attention, such as using words or asking for help directly.

Identifying the Function of a Behavior

There are a few different ways to identify the function of a behavior. One way is to observe the behavior and the antecedents and consequences of the behavior. Antecedents are the events or stimuli that occur before the behavior, and consequences are the events or stimuli that occur after the behavior.

If the behavior is followed by the removal of an unpleasant stimulus (escape or avoidance), then the function of the behavior is likely escape or avoidance. If the behavior is followed by attention from others (attention), then the function of the behavior is likely attention. If the behavior is followed by access to a desired item or activity (access to tangibles), then the function of the behavior is likely access to tangibles. And if the behavior is not followed by any obvious antecedents or consequences (sensory reinforcement), then the function of the behavior is likely sensory reinforcement.

It is important to note that a behavior can have multiple functions. For example, a child might throw a tantrum to avoid eating their vegetables (escape or avoidance), but they might also throw a tantrum to get attention from their parents (attention).

Applying the Function of Behavior to Intervention

Once you have identified the function of a behavior, you can then develop a plan to address that function in a more socially acceptable way. For example, if a child is throwing a tantrum to avoid eating their vegetables, you might develop a plan to gradually introduce the vegetables to the child in a positive way. Or, if a child is making silly noises to get attention, you might teach them alternative ways to get attention, such as using words or asking for help directly.

Here are some additional strategies for addressing challenging behaviors:

• Teach replacement behaviors: This involves teaching the child a more socially acceptable way to get what they want or need. For example, if a child is throwing a tantrum to avoid doing their homework, you might teach them to ask for help if they are having trouble or to take a break if they are feeling overwhelmed.

• Manage the environment: This involves modifying the child's environment to make it less likely that they will engage in the challenging behavior. For example, if a child is throwing a tantrum when they are asked to sit at the table for dinner, you might try having them sit at a different table or chair.

• Provide positive reinforcement: This involves providing the child with positive reinforcement for engaging in desired behaviors. For example, if a child is starting to eat their vegetables without throwing a tantrum, you might praise them or give them a small treat.

It is important to be patient and consistent when working to change a child's behavior. It may take some time for the child to learn new ways of getting what they want or need. However, with consistent effort, it is possible to help children develop more socially acceptable behaviors.