Introduction

Understanding the function of a behavior is essential for developing effective interventions to address challenging behaviors in students. By determining the purpose or function of a problem behavior, educators and behavior specialists can develop strategies that modify the environmental contingencies that maintain the behavior. This fourth step of the Functional Behavior Assessment (FBA) process involves forming a hypothesis statement that summarizes the data collected in the previous step and identifies the function of the behavior. This hypothesis statement is the foundation for developing function-based interventions that can address the underlying cause of the behavior and promote more positive and socially appropriate behavior. In this chapter, we will explore the importance of understanding the function of behavior and discuss how to develop effective interventions based on the hypothesis statement derived from the FBA process.

Step Four – Form Hypothesis Statements

Identifying a student’s behavior’s function is crucial in understanding why it occurs and developing effective interventions and strategies to support their learning and well-being. Whether a student is irritable, argumentative, or refusing to complete tasks, nearly all behavior occurs to obtain or avoid something, such as attention, a tangible item, an activity, or a sensory condition.

For instance, attention-seeking behavior is a common function when someone desires feedback or a response from another person. This behavior can be observed in children who cry or throw tantrums to get attention. Discouraging attention-seeking behavior by ignoring negative behaviors is essential, as this demonstrates that negative behaviors will not be rewarded.

Escape behavior occurs when someone wants to avoid or “escape” doing something. This can be seen in children who do not want to complete an activity or task. Token systems can effectively treat escape behaviors by providing a structure for the designated play and instruction time.

Access to tangibles is a function of behavior that occurs when someone wants access to something. Children may engage in certain behaviors, such as screaming or throwing tantrums, to get a tangible reward, such as a cookie. While it is acceptable to reinforce positive behavior with tangibles, it is essential to remember that access-related behaviors surround items the child can’t access independently.

Sensory stimulation occurs when individuals seek out a pleasant sensation or replace discomfort. This can manifest in behaviors such as jumping or hand-flapping and can be a means of self-regulation for individuals with sensory processing difficulties. Understanding and accommodating sensory needs can help individuals feel more comfortable and engaged in their environment.

It is important to note that a single behavior may serve multiple functions, and interventions should be tailored to address all relevant functions. Therefore, identifying the function of a student’s behavior is a crucial step in developing effective interventions that support their learning and well-being. See the text box below for more details about each of the four functions.

“Four Functions of Behavior” by David DeFranco

To learn more about identifying the function of behavior, revisit the IRIS Center Module: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan (2024). Complete the readings, viewings, and other activities on page 8. Add to your notes.

Pause & View

This video demonstrates the functions of behavior in real life through Jayden and his caregivers. Use your learning so far about identifying functions. As you view, do an ABC Chart for Jayden and consider the following:

1. What is the target behavior(s)?
2. What is the function(s) of his behavior?
3. What is he trying to communicate in different scenarios?
4. What are possible replacement behaviors?

YouTube Video: “Functions of Behavior” by Tara R.

Common Questions & Criticisms

“This seems like an oversimplification…”

Functions are the building blocks of human behavior, and each behavior has its own antecedents and consequences. Describing a single behavior with a single function only accounts for a small part of a person’s experience. However, looking at each behavior and its function individually can develop interventions that produce effective change. Research suggests that function-based interventions are more ethical, efficient, and effective than non-functional ones.

“Why describe with a function instead of what the behavior looks like (e.g., hitting or scratching)?”

Describing behavior by its form, or what it looks like, can be challenging because the same behavior can have different functions depending on the context in which it is used. For example, pointing can mean “Give me food” or “I want a hug,” depending on the context. Function-based descriptions consider the antecedents and consequences that give rise to the behavior and provide a more accurate understanding of the purpose behind the behavior.

“Why don’t we just say, ‘Faduma wants to get out of work’ rather than saying the function of his behavior is escape?”

The context of our behavior and learning histories, or the sum of our past consequences, are more accurate predictors of behavior than our intent. For instance, when someone engages in behavior that is not good for them, such as staying up late before an important day at work, there is a reason behind it, but it may not be immediately apparent. Understanding the function of the behavior can lead to more effective interventions to change it.

“Can a single behavior have more than one function at once?”

A single behavior can have more than one function. Behavior can serve all four functions, mainly when it produces multiple consequences in quick succession or different consequences from different people. Addressing multiple functions of behavior may require interventions that target each function separately or that address multiple functions at once.

Summary

In conclusion, understanding the function of behavior is a critical step in addressing challenging behaviors in students. By identifying the underlying cause of a problem behavior, educators and behavior specialists can develop interventions that effectively modify environmental contingencies and promote positive and socially appropriate behavior. The hypothesis statement developed through the Functional Behavior Assessment process serves as the foundation for these interventions, guiding educators and behavior specialists in developing strategies that address the root cause of the behavior. By utilizing function-based interventions, we can create an environment that supports the individual needs of our students and fosters their academic and social success. Through this chapter, we hope to have provided insight into the importance of understanding behavior function and practical strategies for developing effective interventions based on this understanding.

Reflect, Apply, & Connect

• Review your notes about “Ed.”
  • What are some possible functions of his behavior?
  • What cultural and contextual factors might impact his behavior or others’ perceptions?
  • What makes you think the way you do?
  • Support your assertions concerning course materials and your

Deeper Dive

Simply Special Ed. How to Determine the Function of a Behavior

Autism Classroom. Determining the Function of Challenging Behaviors: Step 3 of 5 Steps to Meaningful Behavioral Support

Insights to Behavior. How to Better Understand the Four Functions of Behavior