Behavior: What’s the Function?

This month, we’ll be talking about the functions of behaviors that we often categorize to develop treatment goals and decrease problem behaviors. Determining what the function of behavior, or the why of the behavior is so important to really target treatment. Without knowing the reason a behavior is occurring, we can't effectively (or efficiently) change it.

So how do we categorize behaviors? What do we need to know to determine the function? Let's take a look at some ways to help formulate your treatment goals based on functions of behavior.

What Are The Functions of Behavior?

Generally speaking, the science of human behavior has identified 4 main functions of behavior. This means that behavior occurs to meet one (or more) needs, or functions.  Essentially, you are asking "What does he/she get when he's engaging in this behavior?" The four different functions of behavior are: attention/social attention, escape, tangible, and automatic/sensory. So, now what?

Why Do We Care?

Behavior occurs for a reason. We behavior in ways that will serve us. For example, I wear my big puffy coat in New England in the winter. The reason I engage in this behavior is to keep warm by escaping the contingencies that keep me cold (having my skin exposed, not wearing a scarf to cover my neck, etc.). In the summer, I do not wear my puffy coat, but instead opt for a light jacket, or even no jacket. This serves me by not overheating, and escaping the contingencies that make me sweaty and hot. Those behaviors are obvious choices I am making, but other behaviors are often not done on purpose, so to speak. So what about those? Are those still behaviors?

So, What's Behavior?

We engage in behavior, even when we don't realize it. Not all behavior is volitional, but that is not what makes something behavior. Sure, we make choices day to day that we consider behavior, but we also do things like scream when we stub our toe. Do you make an active choice to scream out in pain? Oftentimes not. But this is still a behavior. Not all behavior that we engage in is necessary to determine the function. I mean, we could, but it wouldn't be prudent. So when do we care about the function?

When Do We Assess the Function?

Determining the function of another's behavior is most useful when you want to change that behavior. Often, this is when/why we write behavior plans - to change a behavior that is ineffective or maladaptive. Again, all behavior serves a function, so determining what it is they are getting by engaging in that behavior is crucial to identifying ways to decrease maladaptive behaviors and increase the adaptive ones.

Assessing the function of behavior is typically done by conducting a functional behavior assessment, or FBA. This is an assessment that includes interviews with teachers and caregivers, direct observation, data collection procedures, record review, and direct manipulation of the specific behavior to change.

Who Can Run an FBA?

There are no hard and fast rules for who can conduct the FBA, however there are some team members who would be more beneficial than others. If you do not have a BCBA in your school district, the teacher or other clinician would be your next best bet. Schools often also have the school psychologist conduct the FBA if available. There is even a study that looks at the effectiveness of trained paraprofessionals running a functional analysis (the portion that looks at manipulating the contingencies at play for the behavior). Whomever on the team is the person conducting and analyzing the FBA, they need to be trained in the process. This discussion is for another time, but is important to note when going forward.

What's Next?

This month we'll be diving into what each of these functions mean, and how we can help use this knowledge to tailor our treatment plans. Check back throughout the month for an in depth look at each function and intervention strategies!

References:

Bessette, K. K., & Wills, H. P. (2007). An Example of an Elementary School Paraprofessional-Implemented Functional Analysis and Intervention. Behavioral Disorders,32(3), 192-210. Retrieved from http://www.jstor.org/stable/23890600?seq=1#page_scan_tab_contents

ABA at Play: assessments of behavior, functions of behavior, reinforcement

Use this month to really think about the functions of some of your individual's behaviors. Do you notice any patterns that can help you to change their behavior?