Applied Behavior

Analysis
BY FUTURE WISE EDUCATION
 Module 1.
Understanding Behavior &
Functions of Behavior.
Introduction to Behavior
 What is Behavior?
Behaviour is how someone acts. Behavior is how individuals act, react, and interact with their environment. It is influenced by a combination of biological,
psychological, social, and environmental factors. Behavior includes any observable and measurable actions that a person does. It can be:

Positive Behavior – Following instructions, socializing appropriately, completing tasks.

Challenging Behavior – Tantrums, aggression, self-injury, avoidance, non-compliance.

Behaviour is a response to things that are happening:

● Internally- thoughts and feelings

● Externally- the environment, including other people.

Observing behaviour is the easy part. It is understanding why someone does what they do that is much more complicated.

Behaviour serves a purpose and has a reason, including:

1. Communication - through use of body language, facial expressions, gestures and silence
2. Function - to help meet a need, attract attention, gain an internal or sensory sensation, access an item or activity, or get away from something.
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Behavior analysis helps recognize problematic behaviors and develop strategies to
replace them.

Examples of Challenging Behaviors ABA Helps With:

● Tantrums & aggression (hitting, kicking, biting)

● Non-compliance & avoidance (refusing to follow instructions)

● Self-injurious behaviors (head banging, hand biting)

● Impulsivity & hyperactivity

● Social skill deficits (difficulty making friends, poor communication)

How ABA Helps:

● Teaches alternative behaviors (e.g., using words instead of aggression).

● Uses reinforcement strategies (rewarding positive behaviors).

● Develops social and emotional regulation skills.

 Functions Of Behavior Contd..

Every behavior has a function or purpose, meaning that individuals (including children with special needs) engage in behaviors to fulfill a specific need.
Understanding the function of a behavior helps in developing effective behavior intervention plans (BIPs) and teaching alternative skills.

There are four main functions of behavior:

- Escape or Avoidance – To get away from something unpleasant

- Attention-Seeking – To gain social interaction or recognition
- Access to Tangibles or Activities – To obtain a desired object or event
- Sensory Stimulation (Automatic Reinforcement) – To satisfy internal needs

Multiple Functions
Some behaviors may serve multiple functions. For example, a student might disrupt class both to escape a difficult task and to get attention from peers. In such cases,
interventions need to address all identified functions to be effective.

Why Understanding Functions is Important:

Knowing the function of a behavior is key to developing interventions that work. If you misinterpret the function, you might reinforce the behavior accidentally. For
example:
● Misinterpretation Example: If a child throws a tantrum to escape doing homework and the adult believes the behavior is for attention and ignores the child,
the escape function is still reinforced when the child doesn’t have to complete the homework.

By targeting the function instead of just the behavior itself, interventions become more successful. The goal is to replace problematic behaviors with more adaptive,
functional behaviors that serve the same purpose in a socially acceptable way.
 4 Different Functions of Behavior
1. Escape or Avoidance 2. Attention

● Definition: The behavior occurs to avoid or escape something undesirable, ● Definition: The behavior occurs to gain attention from others, whether positive
such as a task, demand, or situation. (praise, affection) or negative (scolding, reprimands).
● Key Features: ● Key Features:
○ The individual engages in the behavior to stop something they
○ Attention-seeking behaviors can occur in various contexts, such as the
don't like (e.g., difficult tasks, non-preferred activities).
○ Behaviors serving this function might escalate when demands classroom, home, or social settings.
increase. ○ Both positive and negative attention can reinforce the behavior.
● Examples: A child runs away from the dining table when served a non- ● Examples: A child interrupts the teacher repeatedly during class, knowing that
preferred food, thereby escaping the situation. the teacher will respond.

Intervention Approach: Intervention Approach:

● Teach coping skills, such as requesting a break or using a communication ● Use differential reinforcement by ignoring inappropriate behaviors and
method to express discomfort. reinforcing appropriate ways of seeking attention (e.g., raising a hand or waiting
● Gradually expose the individual to the task in manageable steps while patiently).
teaching appropriate behaviors to avoid the task (e.g., raising a hand to ask ● Provide frequent, structured opportunities for positive attention, so the
for help).
individual doesn’t need to engage in negative behavior to receive attention.
3. Access to Tangibles (Objects, Activities, Food) 4. Sensory Stimulation (Automatic Reinforcement)

● Definition: The behavior is used to obtain a specific item, activity, or ● Definition: The behavior occurs because it feels good or provides sensory
experience that the individual wants. input (either internal or external). This is also known as automatic
● Key Features: reinforcement because the behavior itself is reinforcing without the need for
○ The individual may engage in behavior to get something they external consequences.
desire, like toys, food, or access to an activity. ● Key Features:
○ These behaviors are often self-stimulatory (e.g., rocking, hand-
○ This type of behavior often occurs when access is denied or
flapping, or spinning) and occur even when no one else is around.
delayed.
○ These behaviors can be challenging to address because they are
● Examples: A child screams when denied candy at the store, and eventually, not motivated by external rewards.
the parent gives in and provides the candy. The screaming behavior is ● Examples: A child with autism might engage in hand-flapping when excited
reinforced by access to the treat. OR A student refuses to leave recess, because it provides them with sensory stimulation. OR An individual bites
screaming and crying until they are allowed to continue playing. their nails or taps their foot repetitively because it feels good or helps them
self-regulate.
Intervention Approach:
Intervention Approach:
● Teach alternative communication methods, like using words or signs to
appropriately request items. ● Provide sensory substitutes or alternative behaviors that fulfill the same
● Use functional communication training (FCT) to help the child learn how sensory need (e.g., fidget toys, sensory breaks).
to ask for what they want in a socially acceptable way. ● In some cases, sensory behaviors are not harmful and may not need
● Provide clear and consistent boundaries about when access to preferred intervention unless they interfere with learning or social engagement.
items or activities is allowed.