Why Does My Child Do That: 4 Functions of Behavior Continued
We have reiterated many times how important it is to understand why behavior happens so we can CHANGE behavior!
To review, we can’t make anyone do anything, but we can change how we set up our environment and how we respond to behavior. We can understand what is controlling the behavior by looking at the Antecedent, Behavior, and Consequence (ABC model)
Looking at behavior within the ABC model gives us understanding of why! The FOUR functions of behavior - Access, Attention, Escape, Sensory provide a deeper understanding of why your child is engaging in specific behaviors (both good and bad). It’s important to understand that typically, your child is not just engaging in one of these functions, but multiple triggers and reinforcers are co-occurring to create the perfect storm.
Two examples below: Can you determine why the problem behaviors are happening?!
Now that we have more practice with figuring out why the behavior is happening, we can begin to change how we set up an environment, plan for possible triggers, and decide how we want to respond to specific problem behaviors.
Let’s dig into each example above:
Math Class
Explanation:
If the teacher understands that the problem behavior occurs when math worksheets are presented and knows that the student loves 1:1 time with the paraprofessional, then the teacher can begin to set up the environment for the student’s success.
Changing the antecedent and how we respond to problem behavior:
Changing the antecedent and consequence:
Start with explaining to the student that a math worksheet is coming and if he can work through two problems independently, then he can move to a quiet area in the room with the paraprofessional and finish the worksheet with her assistance.
Night time routine
Explanation:
The parent is transitioning the child from a highly-rich reinforcing environment (play room) to a less reinforcing environment (bedroom + bed time). This could cause some problems if the transition is not approached properly and if the consequence reinforces the problem behavior.
Changing the antecedent and how we respond to problem behavior
Changing the antecedent
Set the child up for success by giving the child a warning that bedtime is coming. Begin to make the highly reinforcing playroom less fun→ Dim the lights, turn the television down, begin to remove your playful attention and praise quiet play.
Say: “If you walk nicely and get your pjs on using nice hands, then we can get TWO bedtime stories and more time with mom and dad.”
Changing the consequence
Reward the appropriate behavior of transitioning nicely and getting on pjs. Say: “Since you walked nicely and put on your pjs, then you get extra time with mom and dad and TWO bedtime stories.”
Have a plan for when problem behaviors do occur. If you know the problem behavior is happening for attention and escape from going to bed then use concise language and a quiet voice. Say: “we don’t hit” and avoid eye contact. Explain that since we did not use nice hands that we only get 1 bed time story and less time with mom and dad.
Make the difference in their behavior very noticeable. Use an excited voice and tell them how happy you are that you get to read TWO (or three) stories when they are behaving appropriately. Avoid eye contact, raised voices, and use a quieter tone for when problem behaviors do occur.
With Memorial Day next week, we’ll be taking a break from the blog. We will pick back up the following week, so keep an eye out for our next series of blogs beginning June 3. Enjoy the long weekend ahead!