The 4 Functions of Behavior: The Applied Behavioural Analysis (ABA) area holds that there is always an underlying rationale for every behaviour. Our actions have a purpose, even if it’s not always obvious. Any behaviour may be attributed to one or more of the four functions, which are the causes behind it.
The four categories of behaviour are sensory, tangible, escape, and attention.
Determining the precise purpose of the behaviour being displayed may help guide a treatment strategy to either lessen or promote a certain behaviour.
It might be difficult to comprehend why an adult or kid is participating in a target behaviour.
- Attention (Connection) – This aspect can be defined as engaging in certain behaviors to attract attention. Children may act out negatively to receive attention, even if the attention they get isn’t positive. However, it’s crucial to note that not all behaviors aimed at gaining attention are viewed negatively. For instance, raising a hand to be called on and yelling for someone to come over are both methods of seeking attention, yet one is generally more acceptable in social situations.
- Escape (Avoidance) – Escape is one of the most prevalent functions. This happens when individuals perform particular behaviors to evade or terminate an unpleasant situation. A child may exhibit inappropriate behavior to avoid doing something they dislike. Examples include dozing off in class to steer clear of assignments or choosing a different route home to bypass traffic.
- Tangible (Attaining) – This function refers to someone acting in a certain way to gain access to something. To secure an item or participate in a desired activity, a person may display certain behaviors. A child may shout for a toy or complete their homework to earn some TV time, both illustrating the tangible function of behaviour.
- Sensory (Automatic) – This type of behavior occurs when individuals behave in certain ways because it feels good physically or to alleviate negative sensations. It involves stimulating the senses. An example would be scratching an ant bite or waving your hand to cool off on a hot day.
The Fundamentals of Behavior
Every action or behavior involves three components: the antecedent, the behavior itself, and the consequence that follows.
- Antecedents are stimuli (either internal or external) that prompt behaviours to occur. An external trigger could be a teacher asking a child to compose a paragraph, while an internal trigger might be the child experiencing hunger.
- Behaviours encompass everything individuals do. Observable behaviors are those that can be seen by others outside the individual performing them, while internal behaviors are invisible to others, such as a person’s thoughts.
- Consequences are the events that transpire immediately after a behaviour. For instance, giving a child a cookie after she points to the cookie jar serves as an example of a consequence. Consistent consequences can strengthen behaviours over time.
- Understanding the functions and the ABCs of behaviour will assist you in recognising and interpreting both positive and challenging behaviours in your child. If you have concerns about your behaviour, please feel free to contact us.
Grasping Positive and Negative Reinforcement
Generally, behaviours can serve one of two functions. The motivation behind these behaviours is to either gain something or eliminate something. When a child acts to gain something, it is referred to as positive reinforcement. Conversely, negative reinforcement involves the removal of something undesirable for the child.
To clarify further, both types of reinforcement can be more easily understood through the concepts of attention and sensory reinforcement. Attention positive reinforcement occurs when a child receives something due to the actions of another person.
For instance, a child may request a blanket from their father. To positively reinforce the child’s act of asking, the father provides the blanket. In contrast, negative reinforcement may happen when the father takes away the blanket because the child no longer wishes to use it.
A third concept is automatic reinforcement. In this case, the reinforcement occurs without anyone else’s assistance. Continuing with the same example, a child retrieving their blanket is considered positive reinforcement. Regarding negative reinforcement, this scenario occurs when the child pushes the blanket away from themselves.
How Are the Four Functions Applied in ABA Therapy?
In an ABA centre, therapists will identify the underlying causes of challenging behaviours exhibited by children. Understanding why children misbehave can aid therapists in seeking solutions to assist them while minimising undesirable behaviour. From there, a strategy is developed to reduce it as much as possible.
What Are the Fundamental Functions of Behaviour?
The fundamental functions of behaviour include escape, seeking attention, gaining access to tangible items, and sensory input.
While various factors can drive behaviours, two of the key functions among the four are access and escape. Both contribute to the likelihood of certain behaviours reappearing in the future.
Access Versus Escape
By exploring the nature of these primary functions, one can better understand whether another individual provides the reinforcer directly or socially.
Correctly identifying these functions aids in making informed decisions that can alter undesirable behaviours. Understanding the reasons behind a behaviour can also lead to significant changes. This information can be utilised to adjust the circumstances surrounding the behaviour as well.
Access to Tangible Items
A tangible refers to something that can be physically touched or felt, as suggested by its definition. It can also encompass items such as action figures, snacks, or other objects that someone may not find particularly interesting.
Young children with autism often develop intense interests in seemingly random items. Although anything can fit this category, some common examples are flags, straws, and pipes.
Access to Activities
Certain children may be motivated by activities they find enjoyable. Here are some examples of activities that a child might find particularly fun:
- Being tickled
- Blowing bubbles
- Watching television, especially during their favourite shows
- Listening to music, especially songs theyrecognisee and enjoy
Access to these activities can reinforce specific behaviours. Other activities can have this effect as well, often without parents being fully aware of it.