Function
Determining the function of behavior is the MOST essential part of my job. The function of the behavior is the reason why the child is engaging in that particular behavior. This information is the basis of behavior plans and lasting behavior change. Knowing the function of the behavior can help create a behavior plan that allows the child to appropriately obtain the function in other ways, and eliminate the need for the maladaptive behavior. The function could be to gain attention, to get a tangible object, to escape or avoid something aversive to them, or it could be due to an internal sensory sensation that the child gets from the behavior.
The function can be determined in a variety of ways. Interviews with parents and staff can give helpful information about when the behavior is most likely and least likely to occur. If a behavior is most likely to occur when the student is ignored by the teacher, then this behavior may function as a means for the student to gain attention. If a behavior occurs when the environment is loud, then this may serve as a means to escape the aversive environment. Sometimes, if a behavior is reported to occur consistently at 11:30am, this may point to a tangible function to express a desire to get lunch. ABC charts determine what the behavior looks like, what happens right before the behavior and what happens directly after a behavior, in order to get a better understanding of when the behavior occurs. Functional assessments like The Motivation Assessment Scale (MAS) or the Functional Analysis Screening Tools (FAST) are other beneficial ways of trying to determine the possible function of the behavior. They include Likert scale of the circumstances in which the behaviors occur so we can get a better understanding of the function.
The most accurate way to determine the function of the behavior is to run controlled experimental conditions called an analog functional analysis. In a functional analysis, conditions are set up in a controlled environment, where each function is tested in isolation to attempt to elicit the behavior. If the behavior occurs most often in one setting, it is likely that the function of the behavior lies in that category. For example, if I was testing an attention condition for screaming, I would stay in the room with the child with my back to them and record each time they screamed. After each scream, I would give them attention. Then, I would repeat the process of ignoring them and provide attention each time they screamed. If they screamed most often in this condition, it would be clear that the function was attention seeking. In a functional analysis, we want to see what makes the behavior occur by withholding what they might want in each condition, and then giving in after the behavior occurs. Screaming served as communication that he needed attention, and we gave it to him right after he screamed, so he learned that screaming was successful in relaying his message to us. Screaming served its function.
Once the function of the behavior is determined, behavior plans are created to decrease the inappropriate behavior and increase appropriate ways of obtaining that function. If screaming is done for attention, we would follow several strategies to decrease or eliminate the maladaptive behavior. We would teach the child appropriate ways to gain attention such as to raise his hand or ask for help. When we teach him the new skill, we would give ample attention when he asks appropriately so he learns that it works in gaining attention. We would provide ample attention when the behavior wasn't occurring,such as providing him extra staff time each hour or enroll him in a big brother program where he can get attention more frequently. We also would change how we react to the behavior. We would no longer give him attention for screaming because we do not want him to learn that screaming serves a function. We would provide attention for appropriate asking and give lots of attention when he’s quiet, so he learns that not exhibiting the behavior, and asking appropriately give him all the attention he could ever need.
4 simple steps to behavior change:
In a nutshell:
- Determine Function of behavior
- Find ways of meeting their needs before the behavior occurs
- Teach ways to gain the function appropriately
- Never let their inappropriate behavior serve the intended function
Cooper, Heron, Heward. (2007). Applied Behavior Analysis.
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