Finding the 4 Functions of Behavior in Real Life

Did you know that every behavior serves a purpose? People, kids, everyone use behavior to communicate different things, get what they need, and avoid things they hate.

In ABA, we typically group behaviors up in a few different categories. Looking at behavior through this prism helps us get clarity of the activity of others.

Ever wondered why someone will send three text messages to get a response? What about delaying studying for days on end?

Let's find out together!

Attention-Seeking Behavior

Just the other day, I used some attention seeking behavior to get my wife to watch TV with me. I texted her, asked her, even poked her shoulder to get her to sit next to me and watch the latest episode of "Alone".

When people learn about the functions of behavior in ABA, they talk about attention-seeking behavior the most.

Attention-seeking behavior is essentially any action taken primarily to gain notice or approval from others. Like saying, "Hey, look at me!" without actually saying those words.

Many people, including me, call this behavior connection-seeking behavior. Every human in the world craves some for of connection, and this is how to get it!

This is a really broad category, but we see it everywhere when we start looking. Consider these simple examples.

1. Every time a kid throws a fit because their parent is talking to a friend at the grocery store
2. People posting constantly on social media about how great their latest trip to Bali was
3. This blog post, asking for comments at the bottom

Now, here's something interesting: not all attention-seeking behaviors are negative.

A child showing off a new skill, an adult volunteering for a tough project, or a blog post meant to teach you.

All examples of attention (or connection) seeking behavior that ultimately result in good things happening!

Don't judge the book by its cover, and do not automatically assume attention behavior needs to go away. Instead, recognize the value in them wanting that connection, and give them all the love in the world. Then, work together to establish new patterns of behavior that work for them!

Escape Behavior: The Art of Avoidance

On the other end of social positive behavior is escape behavior, sometimes called social negative.

Have you ever been overwhelmed and felt like you need to get out of a room? Did you excuse yourself, go to the bathroom, and scroll Tik Tok? If you did, you engaged in some escape behavior!

This is when someone acts in a certain way to avoid or get out of a situation they find unpleasant or challenging.

Think about a student who always needs to use the bathroom during math class or an employee who calls in sick on presentation days. These are classic examples of escape-motivated behaviors.

Escape behaviors can pop up in various settings. At school, it might be a child who throws a fit to avoid doing homework. At work, it could be an employee who constantly finds excuses to leave meetings early. At home, it might be a teenager who starts an argument to avoid talking about their poor grades.

What triggers these behaviors? At its core, it is that something in the environment is worth getting away from.

There are many approaches to consider when working with escape behavior.

My favorite strategy is teaching advocacy. I help the person see what in their environment causes avoidance. Then, I slowly guide them to face their fears one step at a time.

Remember, the goal is to build confidence in facing challenges rather than avoiding them.

Access to Tangibles: The Power of Wants and Needs

Let's move on to behaviors driven by access to tangibles. This is when someone acts in a certain way to get something they want or need.

For a toddler, this might mean throwing a tantrum to get a toy at the store. For a teenager, it could be sweet-talking their parents to get permission to go to a concert. In adults, it might be more subtle, like flattering a coworker to get their help on a project.

It's important to note that not all access-motivated behaviors are inappropriate. A child asking nicely for a snack and an adult working extra hours for a bonus are both good examples of seeking help.

The key is teaching individuals, especially children, appropriate ways to ask for what they want or need. To address challenging behaviors, start by setting clear expectations.

Use positive reinforcement for good requests. Teach children how to tolerate the word "no." Set clear boundaries when things are unavailable, and support through the tough moments.

Sensory Stimulation: When the Body Craves Input

Finally, the most complex of the four. These are actions driven by an person's need for sensory input or avoidance of sensory experiences.

Sensory-seeking behaviors might include a child who loves spinning or an adult who constantly fidgets with objects. On the other hand, sensory-avoidant behaviors can include a child covering their ears in loud places. It can also be an adult who stays away from certain food textures.

These behaviors can manifest differently depending on the environment. In a classroom, a sensory-seeking student might constantly tap their pencil or rock in their chair. At home, they might seek out rough-and-tumble play or enjoy weighted blankets.

Recognizing these sensory needs is crucial. It is not about "bad" behavior, but about a person's unique sensory profile. Some people simply need more sensory input to feel regulated, while others get overwhelmed easily.

Supporting sensory-related behaviors often involves creating an environment that meets the person's sensory needs. This might mean providing fidget toys, creating quiet spaces, or using movement breaks in their daily routines. The goal is to help the person meet their sensory needs in suitable ways. This will allow them to focus and function better in their daily lives.

Putting them together

While the topic of synthesized reinforcement needs to be reserved for a different post, I wanted to mention it here.

Consider that the person's behavior is not just the result of a singular function of behavior, but of many! Research shows that many people will do one behavior to receive different rewards.

For example, someone might go to a coffee shop to access coffee (tangibles) and procrastinate cleaning (escape).

More on this to come, but check the resources for some references!

Conclusion

Understanding the four functions of behavior is like having a secret decoder ring for human actions! We can improve our responses by understanding the reasons behind a behavior. These reasons may include seeking attention, wanting to escape, needing access to something, or sensory needs. This knowledge allows us to respond with more care.

Remember, behavior is communication – so let's listen carefully and respond wisely. Work with other providers like ABA, SLP, and OT. They can help you understand the reasons behind the behavior. This understanding will help you start to change it.

Next time you encounter a challenging behavior, try to identify its function. You might just unlock the key to positive change!