Functions of Behavior

As the title states, today we are going to discuss the functions of behavior! We have learned the ABCs of behavior (if you have not read this post please do so here first).  The first thing to go over is what the heck are functions of behavior! In its simplest definition the function of a person's behavior is the reason the behavior is occurring.  It is important to note that function and topography of a behavior are different. Function is WHY the behavior happens and the topography is WHAT the behavior looks like.  It is important to note that you can have many behaviors that look COMPLETELY DIFFERENT but have the same function. Likewise you can have a behavior that LOOK THE SAME but serve different functions. When this happens we say a behavior has multiple functions.  An example of this is when a child tantrums for attention but eventually learns that when he tantrums he also gets a toy, so he may begin to tantrum to get toys and at other times he may tantrum for attention.  Once we know the function of the behavior we can utilize our knowledge of the ABCs to change the antecedents and the consequences of the behavior and teach more appropriate behaviors that serve the same function.  This is a very important point: THE NEW MORE APPROPRIATE BEHAVIOR MUST SERVE THE SAME FUNCTION AS THE BEHAVIOR YOU ARE TRYING TO CHANGE. If the new behavior does not have the same function, then the inappropriate behavior will not decrease.

So now lets go over the functions of behavior, there are four functions of behavior that are recognized in applied behavior analysis:

1) ACCESS TO ATTENTION: In this function the behavior occurs to help the person gain the attention of a preferred individual.  This is usually seen in nonvocal children and adults as this is their primary means of getting the attention of people they come into contact with.

   An example of this is when a mom is on the phone talking to a friend and her toddler approaches her.  At first the child pulls on moms pants and mom tells her to wait. After several minutes the child begins to whine, mom looks at her and says "shh" the child then begins to whine and cry louder (because the last time she whined mom stopped talking for a second). This continues until the child is crying uncontrollably and mom hangs up and tends to her crying child.

2) ACCESS TO A TANGIBLE:  In this function the behavior occurs as a means of getting the persons needs and wants met.  The individual wants something (toy, food, activity, etc) and when he is unable to attain it begins to tantrum until it is given to him.

     We have all seen an example of this at the supermarket. A child wants the ridiculously overpriced and sugary cereal and mom says "no". The child begins to plead and whine, and mom says "no" again. Eventually the whines get louder and the tears start flowing. After several minutes of a full blown tantrum and the mom enduring stares from judgmental fellow shoppers, she goes back and gets the cereal.

3) ESCAPE/AVOIDANCE: Here we see someone engage in inappropriate behaviors to avoid or escape a non preferred activity or item.

       This can been seen with any parent trying to get their child to take a bath.  Dad tells Johnny "okay it's time for a bath" Johnny begins to whine and dad says "okay you get one more minute". Here Johnny's whining served the function of avoidance since the bath (or the walk to it) had not begun.  After a minute dad says "okay the minute is up time for bath" and turns off the TV and begins to guide Johnny to the bathroom. Johnny first whines and then starts screaming, crying etc. Dad then says "fine, no bath tonight, lets read a bedtime story". So here Johnny's behavior served the function of escape because he did not have to take a bath.

4) SENSORY/AUTOMATIC: Here the behavior itself just feels good. The severity of this behavior can range from flicking your pen while you read a text for homework all the way to the hand flapping that is sometimes seen in individuals with autism.  Again, it is important to note that with automatic behaviors, the behavior itself just feels good.

Now in the attention, tangible, and escape/avoidance functions it is important to note that I used the same topography of the behavior (i.e., tantrum) however ANY behavior can have ANY of the above mentioned functions.  I just used a tantrum for simplicities sake, and its most likely something we have all witness, whether we have children or we don't.  So with that our discussion on the functions of behaviors is done, and next we will be discussing the consequences of behavior: Reinforcement and Punishment.