Understanding ABA & the Four Functions of Behaviour: A Guide for Parents, Therapists, and other Professionals

As a Board Certified Behaviour Analyst (BCBA) and Registered Behaviour Analyst (RBA) I work with parents who are eager to understand why their child engages in certain behaviours , whether in the home setting or in public. Understanding the functions of behaviour is a critical step in identifying the reasons behind these actions. Every behaviour serves a purpose, and by recognizing this, we can better support our children in their development. In this blog, I’ll explain the four main functions of behaviour—attention, escape, tangible, and sensory—and provide examples to help you identify them in your child.

1. Function of Behaviour 1: Attention-Seeking

Explanation:The function of attention refers to behaviours that are driven by a desire to gain attention from others. This attention can come from parents, teachers, siblings, or peers. Whether positive or negative, any form of attention can reinforce the behavior, encouraging it to continue! Something to keep in mind is even reprimands or yelling at the individual can reinforce attention-seeking behaviour.

What to Look For:

• Your child may engage in behaviors like crying, whining, or interrupting when you are busy or talking to someone else.

• They might frequently call your name, ask questions they know the answers to, or engage in physical behaviors like touching or pulling at you.

• Even negative reactions, such as scolding or reprimanding, can fulfill their need for attention.

  
  

Example:A child might be throwing toys across the room while their parent is on the phone. Even if the parent responds with a stern “Stop that!” the child has succeeded in gaining attention, reinforcing the behavior and increasing the likelihood that it will happen again in the future.

2. Function of Behaviour #2: Escape

Explanation: Escape-motivated behaviours occur when a child is trying to get away from something they find unpleasant, challenging, or uncomfortable. This could be an activity, a specific task, or even a social situation.

What to Look For:

• Your child may show resistance to starting a task by delaying, refusing, or even running away.

• They might engage in disruptive behaviors like throwing a tantrum, arguing, or complaining to avoid the situation. Typically seen after you mention the task/activity/social setting,.

• After the behavior occurs, the undesired task is often postponed or removed, reinforcing the escape behavior.
  

Example: If a child is asked to do their homework and they start crying or saying they don’t feel well, and as a result, the parent allows them to skip the homework, the child has successfully used behaviour to escape the task increasing the likelihood that escape-behaviour will occur again.

3. Function of Behaviour #3: Tangible

Explanation: Tangible-motivated behaviours are those driven by the desire to gain access to a specific object, activity, or event. This function is often easy to identify because the behavior directly leads to the acquisition of something tangible.

What to Look For:

• Your child may become upset or exhibit problem behaviours when denied access to something they want, such as a toy, snack, or screen time.

• They might use begging, pleading, or other behaviours to obtain the desired item.

• Once they receive what they want, the behaviour stops, reinforcing the tangible function.

  
  

Example: A child in the grocery store who sees a candy bar and starts crying or throwing a tantrum might stop immediately after the parent gives them the candy. The child has learned that this behaviour results in getting what they want and is likely to occur again in the future.

4. Function of Behaviour #4: Sensory

Explanation: Sensory-motivated behaviours are those that are internally rewarding to the individual. These behaviours are often self-stimulating, meaning they provide some form of sensory input that the child finds pleasurable or calming. Unlike the other functions, sensory behaviours do not rely on external reinforcement but are instead maintained by the pleasure or relief they provide.

What to Look For:

• Your child may engage in repetitive behaviours, such as hand-flapping, rocking, spinning, or humming, especially in situations where they are bored or overstimulated.

• These behaviours might occur regardless of who is present or what is happening around them, indicating that the behaviour is internally driven.

• Sensory behaviours are often soothing for the child and may increase during times of stress or excitement.
  

Example:A child who frequently flaps their hands or spins in circles when they are excited is engaging in sensory behaviour. The movement itself is satisfying, and they are likely to continue the behavior because it feels good to them.

DISCLAIMERS

Each child and behaviour is unique, and behaviours may serve multiple functions. It is always advisable to consult with a BCBA or other qualified professional to accurately assess and address your child's specific needs. The Beautiful Mind ABA & Tutoring Academy has parent coaching that can assist parents in reccognizing their child's function of behaviour and offer strategies to reduce these challenging behaviours. If you're interested, click below: