Behavior Series #6: Why is This Behavior Happening? Functions of Behaviors

Why a problem behavior occurs is the basic question that Positive Behavior Support (PBS) and Applied Behavior Analysis (ABA) needs to be answered for the process to work.  This is because almost every behavior is due to an underlying legitimate need the child is expressing in the only way they know how.If a child needs attention, or to escape, or more/less sensory input, or a need for a tangible item; a replacement behavior that the child may learn has to fulfill the same need the behavior it is replacing met.This is why punishment does not work; it does not fill the void left by the behavior that is being punished, it just extinguishes the behavior, and the old behavior at some point it is very likely to flare up more intensely than ever. Resources and References:Understanding Functions of Behavior in ABA                            https://howtoaba.com/functions-of-behaviour/What is Applied Behavior Analysis (Autism Speaks) https://www.autismspeaks.org/applied-behavior-analysisFunctions of Behavior – Parents guide https://leafwingcenter.org/behavior-functions-of-aba-therapy/SummaryThe host explains positive behavior support (PBS), rooted in applied behavior analysis (ABA), and emphasizes that understanding the legitimate reason behind a behavior is essential for creating effective behavior intervention plans (BIPs). He outlines the data collection process, the four common behavior functions, an elopement example, and the difference between school-based functional behavior assessment and clinical functional behavior analysis. He closes by stressing that ongoing staff training and support are critical for behavior plan success.Key takeawayAccurately determining the function of a behavior through careful data collection on the behavior, its antecedents, and its consequences is the core of PBS; if the function is misidentified, the resulting behavior intervention plan is likely to fail.PBS is rooted in ABA and behavior functionNearly every behavior in PBS/BIPs is understood as having a legitimate underlying reason or reasons.The host explains that positive behavior support is based on applied behavior analysis, and this concept is used in all PBS behavior plans and BIPs.Because PBS is the basis for behavior plans in U.S. public schools, parents of children with behavior plans need to understand the components of a BIP.Four common functions of behaviorBehavior is commonly categorized as serving attention, escape, sensory, or tangible functions.The four labels most widely used are attention, escape, sensory needs, and seeking tangibles.More technical definitions exist, but these four are the common ones used in parent and school staff training.Data collection for determining behavior functionDetermining the function of a behavior starts with collecting data on the behavior, antecedents, and consequences.The behavior description must be clear enough that someone unfamiliar with the child could recognize the behavior in a real school setting.Antecedents are the triggers before the behavior, such as a loud noise, a non-preferred task, or a transition.In PBS, consequences are simply what happens as a result of the behavior, such as taking a break or talking to an adult, and do not include punishment.Replacement behavior and risk of misreading dataAn effective replacement behavior depends on correctly identifying the function from the collected data.After the function is identified, PBS defines what an effective replacement behavior would be.If data is misread or collected incorrectly, the wrong reason for the behavior may be chosen, making the behavior plan based on that data likely to fail.Sally's elopement exampleSally's eloping behavior could serve different functions, so the team must determine the true reason before choosing interventions.The example involves Sally, a 12-year-old with autism, whose team focused on her most interfering behavior: eloping out of the classroom.The function could be escape, sensory overload during classroom transitions, or attention if multiple staff members are needed to keep her safe.If sensory overload is the main issue, possible interventions include dismissing her five minutes early or providing earbuds or headphones for noise.Functional behavior assessment vs. functional behavior analysisSchools use functional behavior assessment, not clinical functional behavior analysis involving antecedent manipulation.A functional behavior analysis should only be done by a trained clinician in a clinical setting and involves manipulating antecedents to test interventions safely.This analysis approach is not used in schools; an example from Wright's Law shows arranging attention, terminating demands, or leaving a child alone to measure screaming, which can cause damage to the child.Staff training and support for behavior plansOngoing staff training and support are critical for the success of any behavior plan.Behavior plan implementation is a complex field and needs someone trained to guide a child's team in carrying out the plan.Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)