Understanding the ABCs of Functions Behind Behaviors

Welcome to Behavior101 where we will go over the core functions behind behaviors! By the end of this crash course you should have a general understanding of some of the reasons why behavior occurs and how a clinical team will address these behaviors. 

Identifying the Function Behind the Behavior

When Board Certified Behavior Analysts (BCBAs) are deciding on the most effective treatment for maladaptive behaviors, they first need to understand its function. In other words, why is the behavior happening and what is it being reinforced by.

Working in the field of Applied Behavior Analysis (ABA) we understand behavior to occur under 4 different functions; Sensory, Tangible, Escape, and Attention.

Let’s take a closer look at each function and discuss how these behaviors can be addressed. 

Understanding the Sensory Function

First up on the list is the sensory function. Otherwise known as automatic reinforcement.

This is when an individual engages in a specific behavior for sensory reasons (this can include mouthing/biting items or engaging in stereotypic behaviors) it's usually because the behavior itself produces reinforcement. Meaning, the action itself feels good to that individual.

Mouthing or biting objects are one of those behaviors that can be harmful, and therefore usually addressed in treatment. The most common way mouthing/biting can be addressed is through sensory input that competes with the individual's desire to put items in their mouth. This is usually in the form of a chewy, which is a safe, usually rubber non-food object that’s used to provide oral sensory input and redirect the desire to engage in mouthing or biting.

Understanding the Tangible Function

The tangible function typically involves an individual engaging in behaviors to gain access to an object or an activity.

We see this very often in children. So let’s set up the scenario. We’re at the store and little Suzie sees a doll that she really wants and grabs it off the shelf. Her parents removes it, puts the doll back and Suzie throws a tantrum until her parents give in and purchase Suzie the doll. Since Suzie’s tantrum is what gained her access to the doll, we now know that when Suzie throws a tantrum it's likely that she is wanting access to an item.

So how do we address this in ABA? Through the form of Functional Communication Training (FCT). Here, we teach individuals to request for their wants and needs rather than engaging in maladaptive behaviors to have access to it.

Given the scenario, prompting Suzie to say “I want the doll” rather than throwing a tantrum teaches Suzie that she can get her wants and needs met through appropriate communication.

Understanding the Escape Function

The next function we will discuss is escape. Behaviors under this function are usually to avoid something undesirable, whether it's a task, an activity, or a person.

An everyday example of escape maintained behavior can include a friend making an excuse to skip out on a social mixer by claiming to be sick.

Another example can include a child whining or crying when presented with the task to do their homework.

Both examples can benefit from FCT training that was discussed previously. The child can tell their parents that, “I need a break” and the avoidant friend can request to hangout in a more isolated environment. 

Understanding the Attention Function

Last but not least, there’s the attention function. Typically when behavior occurs for attention it’s to gain access to social interaction.

As babies we used to cry and/or scream when we were needing our mother’s attention and eventually through development we learn to request for our parents attention through functional means.

Non functional ways we see children try to get attention is through aggression, throwing items, screaming, and in extreme cases self injurious behaviors can occur.

Have no fear! Our trusty partner, FCT can also be utilized to create a space for individuals to communicate their need for social attention. This can include a tap on the shoulder, a request for a “hug” or even requesting others to “look” at a pretty cool dance you made up. 

Feeling Overwhelmed? You’re Not Alone — Let’s Simplify Behavior Together

If you’re still reading this and thinking “Woah, that was a lot”, it's okay! You’re not wrong whatsoever. Human behavior is extremely complex and finding out why it occurs can be a confusing process.

Radical behaviorist, B.F. Skinner wrote a book, Science and Human Behavior (1953), that went into great detail on the various contingencies controlling our day to day actions. Lucky for you that’s not a requirement for this crash course.

However if you are wanting additional assistance on understanding the functions of behavior (because some of us are visual and hands-on learners), you can contact your child’s BCBA (for RBTs your supervisor) and request hands-on training on how we are able to implement some of the procedures I briefly mentioned above.

At Pathways to Progress, we're here to make behavior make sense. Whether you're a parent trying to understand your child's actions or a provider looking for practical tools, we believe in progress through clear, compassionate support. Every child is unique - and so is every behavior. Let us help you take meaningful steps toward understanding and growth. Ready to explore what's behind the behavior? We're here when you are.

Once you know the why, you’ll know the way! :)