Hey Everyone! Check out the video below for more details on this week’s post. I'm going to delve into the four functions of behavior, not so much what they are, but more so how to think about them. Most people in ABA are familiar with these functions. Most RBTs know them, and all BCBAs should. But what I want to discuss today is how relying solely on these functions may not always be sufficient when assessing problem behavior.
The four functions of behavior—attention, escape, access, and automatic —are commonly used to categorize the function of problem behaviors. But just looking at these features may not provide a full picture.
When a learner engages in problem behavior, there's a reason behind it. They're either trying to obtain a reinforcer or escape an aversive stimulus. The four functions can be whittled down into more precise features and provide a clearer understanding of the learner and how to better serve them.
Let's take the example of a child that seems to be engaging in a problem behavior when an iPad is removed. We might conclude that the function is access-related.
But is it really? Is it really just access? What if there were more questions to ask? What if there was a more specific variable influencing the behavior?
Many clinicians would teach a mand for iPad.
But it might not simply be the iPad—it could be access to a specific app, like YouTube or a specific genre of video on YouTube like Paw Patrol. Maybe it’s actually one specific Paw Patrol video.
Understanding this specificity can change our approach significantly. Now instead of teaching your learner one mand—for the “iPad”—we might have the power to teach them three: “iPad”, “YouTube”, “Paw Patrol”. The more specific you are, the more power you’re giving your learner over their environment. Why not take the motivation for Paw Patrol to various other programs? Decorate the room in Paw Patrol everything! Now we’re rolling!
Similarly, a child may exhibit problem behavior when entering a specific area…let’s say a playroom. This would indicate that the function of the behavior is to escape. Where many of us might teach a “No” or “No playroom” mand, what if we dug deeper? What exactly are they trying to escape from? It’s usually not the room itself, right? It could be loud noises, too much stimulation, or even specific interactions with specific children. Identifying the precise aversive stimuli allows us to tailor our interventions more effectively. For example, if it’s the loud noises that are stopping the learner from entering the playroom, you can teach them to wear and perhaps mand for “headphones”. This opens up a wide range of places that parents could now take their learner, that before were too loud, now can be accessed.
And, what about attention as a function?
Attention-seeking behavior isn't always as straightforward as it seems. It's not just about getting any attention—it could be attention from a specific person. It also could be a specific type of attention. A commonly overlooked favorite is the thrill of being chased. Kids love to be chased! Initially this comes across as an escape function as many will bolt away from work tasks. But when we look closer and ask more questions, we learn our kiddo loves a specific type of reinforcer. They love the specific activity of being chased. Now that you know this, you can alter your programming to include teaching a mand for “chase”. You can program instances throughout the day where you play “chase”.
So, main take away: instead of stopping at the surface level of the four functions, try to ask a few questions that get specifically at what the learner wants. Knowing the exact reinforcer or aversive stimulus can lead to more effective programming and behavior plans.
To know a learner is to know their reinforcers.
Understanding your learner's reinforcers is to understand what makes them tick. And, it can be a major variable in writing successful programs. If you're unsure or need guidance, don't hesitate to reach out to me. I enjoy nerding out on behaviors, helping BCBAs dive deeper into the functions of behavior, and providing ideas for them to create more meaningful interventions.
Additionally, if you haven't already, sign up at BxMastery.com to access over 4,000 targets—sequenced! This is a great resource and is super affordable. Take the tour by watching my video on the main page which shows the mapped skill tree and more examples.
Have a great Friday!
Martin Myers is a BCBA with a passion for helping improve the field of ABA. With 10+ years of experience in the field, he’s dedicated to empowering others and fostering positive change through effective leadership and communication. Connect with Martin on LinkedIn, Facebook, Instagram, and TikTok for more insights and updates.