Key Highlights
- In Applied Behavior Analysis (ABA), all behavior serves a purpose, which is known as the function of the behavior.
- The two main functions of behavior in ABA therapy are broadly categorized as access and escape.
- Access-motivated behaviors aim to gain something desirable, such as attention, tangible items, or preferred activities.
- Escape-motivated behaviors are used to avoid or get away from something unpleasant, like a difficult task or overwhelming sensory input.
- Identifying the correct behavior function is crucial for creating effective interventions that teach replacement skills.
- Behavior analysis helps therapists and parents understand the “why” behind actions, leading to more targeted support.
Introduction
Have you ever asked yourself why someone acts a certain way? In applied behavior analysis (ABA), every action has a reason. To make real and lasting changes, we need to know the function of a behavior. So, this means we look for the “why” behind things people do, not just what you see on the outside. Behavior analysis wants to find out what makes someone do something.
This guide will talk about the main functions of behavior in ABA therapy. You will learn what these functions of behavior are and how they help families and experts to support people the right way.
Foundations of Behavior Analysis in ABA Therapy
The main idea of ABA therapy is built on behavior analysis. This is a way to understand how the environment changes the way people act. The goal is to help people get better at socially significant behaviors. First, ABA practitioners work to determine why these significant behaviors occur. They do not just watch what people do. They also try to learn the reasons behind what they see.
Over time, the field of ABA has learned that actions are not random. They are mostly responses to what happens around people. This basic idea, with special attention to the two main reasons for behavior, helps ABA practitioners build caring and strong plans to help others.
What Is Applied Behavior Analysis (ABA)?
Applied Behavior Analysis (ABA) is a therapy that comes from the science of learning and behavior. In ABA therapy, ABA therapists and behavior analysts use what we know about how behavior works in real life. The main goal is to help people learn helpful behaviors, and cut down on behaviors that stop learning or cause problems.
This way of working looks closely at building skills that matter for everyday life. You see skills such as talking with others, getting along, and taking care of yourself. It also uses the idea of positive reinforcement. This means when you do something good, you get praise or a reward, so you want to do it again. Usually, therapists use the Antecedent-Behavior-Consequence (ABC) model. They study what starts a behavior, then look at what happens after, and how it changes what you do.
In the end, ABA therapy is made for each person. It is not the same for everyone. Different people have their own goals and unique needs. If you know the function of behavior, behavior analysts and ABA therapists can build plans using real data. This makes sure people see good changes for their significant behaviors, for social skills, and for all the skills that help them in their day.
The Role of Behavior Functions in ABA Practice
In ABA practice, it is important for ABA practitioners to find out behavior functions before planning any action. They ask a simple question: “What do they get from doing this behavior?” This helps to show the reason or function for that action.
Understanding this guides all the work after that. Instead of only reacting to behavioral challenges, therapists can look at what the person really needs. For example, if a child finds out that doing something helps them get what they want, they will keep doing it.
When ABA practitioners understand the function, they can teach a safer or more effective action that achieves the same outcome. This way of working is kind and helps meet the real need. It is good because it helps with significant behaviors in a way that goes deeper than just stopping the action.
Defining the Two Main Functions of Behavior in ABA
In behavior analysis, each thing a person does can be seen in two main ways. People want to get something, or they want to get away from something. These are called access and escape. This simple idea can help you understand the reason for a challenging behavior.
Knowing which of these main functions is behind a person’s action is important. The function of the behavior shows therapists what to do next. It can help them teach better ways for a person to get what they need.
Function One—Access: Gaining Desired Items, Attention, or Activities
The first main function of behavior is access. This happens when a person acts in a way to get what they want. Access-motivated behaviors rely on positive reinforcement. The person gets something good right after they act.
This thing can be a real object. It might be a toy or a snack. It can also be positive attention from someone, like a parent, teacher, or another kid. A hug, praise, or talking to someone are examples. Sometimes, people act to do a preferred activity. That could be watching TV or playing a game.
For example, if a child cries in the store until their parent buys a candy bar, they are showing the function of behavior by working to get a real item. This behavior uses positive reinforcement. Good reinforcement strategies in this case teach the child to ask for what they want instead of just crying.
Function Two—Escape: Avoiding or Removing Unwanted Situations
The second main function is escape. Escape behaviors happen when someone wants to avoid, delay, or get out of a situation that they think is unpleasant. This could be something they do not like or find very hard. People escape behaviors because of negative reinforcement. It means the behavior gets stronger if it makes the bad thing go away.
Escape behaviors often happen with unwanted tasks like homework or chores. Sometimes, people escape from too much sensory input, like a loud noise or bright lights. Other times, they try to get out of a social interaction that makes them feel uncomfortable. If the behavior causes the bad thing to stop, it is working for the person.
One example is a student who rips up his worksheet to get away from a tough math problem. When the unwanted task goes away, it makes him more likely to rip things up again. The goal in therapy would be to help the student learn to ask for a break or to request help next time instead of ripping up his work.
The Importance of Identifying Behavioral Functions in Therapy
Correctly knowing the reason behind a behavior is key to good ABA therapy. If you do not know why someone acts a certain way, it is just a guess to try to change it. Using a plan that helps a person get something, like access, might not work if the real reason they act that way is to get away or escape.
This shows how important behavior analysis is. It makes sure the plans in ABA therapy match the real needs of a person. This can help someone get better results, lower frustration for both the person and the people who help them, and bring positive changes that last.
Impact on Treatment Planning and Outcomes
Once you know the function of a behavior, you can make better behavior action plans. These intervention plans look at why someone acts a certain way. This helps boost the effectiveness of interventions.
If the behavior happens because the person wants access to something, the plan helps them learn better ways to ask for what they want. This could be with words or a device to help them talk. The goal is to help them see that a desired behavior is a faster and better way to get their needs met.
But if the behavior comes from wanting to escape, the intervention plans will teach things like how to cope, ways to ask for a break, or how to make hard things easier by breaking them into steps. This way, the plan gets to the main reason for the behavior. It helps get better results and helps the person grow in a positive way.
Risks of Misidentifying Behavior Functions
Misunderstanding the function of behavior can lead to big problems. If you use an intervention that does not fit the function of behavior, it usually will not work. It can even make problem behaviors worse. This often creates more frustration for everyone and makes the behavior even harder to handle.
For example, think about a child who throws toys because they want to get out of doing a hard task. If someone sees the function of behavior as attention-seeking and decides to scold the child, they are actually giving attention. This might help the child get out of the task and get your attention at the same time. The child learns that throwing toys is a good way to slow things down and get people to notice them.
This is why you need a comprehensive approach. Taking extra time to truly find out why someone acts a certain way helps you avoid these problems. Good support starts with a clear understanding of what is happening and why. If you do not understand the true reason, even your best efforts may not work for the child.
How ABA Therapists Detect the Function of a Behavior
ABA therapists work in a careful way to find out the function of a behavior. This is not just guessing. It is a step-by-step process that follows scientific rules. They use direct observation and data collection to see patterns in what people do.
Sometimes, they run a planned test called a functional analysis. In this test, they change environmental factors and watch what happens. The point is to see what makes the behavior happen. With this process, ABA therapists can be sure their decisions are right because they use real evidence.
Functional Behavior Assessment (FBA) Overview
A Functional Behavior Assessment (FBA) is the main process that ABA practitioners use to find out the function of the behavior. This is a careful look at what a challenging behavior does for a person. An FBA helps show why someone acts a certain way. It lets experts make solid intervention plans to help with the behavior.
Behavior analysts start an FBA by getting details from different places. They use observation techniques. They watch a person in their daily space. This could be at home or at school. They watch for what happens right before the behavior, and right after the behavior.
By looking at these times, therapists can make a guess about why the behavior happens. The FBA helps us learn more. It shows why we see a challenging behavior, and it lets us work on fixing what causes it, not just trying to control it.
Data Collection Methods: Observations, Interviews, and Tools
To conduct a thorough FBA, ABA therapists use various methods for data collection. These techniques provide objective information to help pinpoint the function of a behavior. Combining these different sources gives a more complete picture of the situation.
Direct observation is a key component, often involving ABC data recording, where the Antecedent, Behavior, and Consequence are noted. Therapists also conduct interviews with parents, teachers, and caregivers to gather valuable insights about the behavior in different settings. In addition, specialized assessment tools and questionnaires can help narrow down the potential function. A functional analysis might be used in complex cases to test hypotheses directly.
Here are some common data collection methods:
| Method | Description |
| Direct Observation (ABC Data) | Recording the antecedents (what happens before), the behavior itself, and the consequences (what happens after). |
| Interviews | Speaking with parents, teachers, and others who know the individual well to gather information about the behavior. |
| Scatterplot Data | A grid used to track when and where a behavior occurs to identify patterns related to time of day or specific activities. |
| Functional Analysis | A controlled assessment where environmental conditions are systematically manipulated to test the effect on the behavior. |
Practical Examples of Access-Motivated Behaviors
Access-motivated behaviors are about wanting to get something that a person likes. These actions can look different in various settings, based on what someone is trying to get. The goal could be tangible items, like a favorite toy, or it could be to get positive attention from others.
When parents and therapists notice these behaviors at home, in school, or even in a gym class, it helps them see what’s really driving the behavior. The following examples show how wanting access to things or attention can make a person act in different ways.
Gaining Tangible Items in School and Home Settings
When someone wants to get a tangible item or to do a preferred activity, they may act in a way that helped them get it before. This is a good example of doing something because they want access to things or activities they like. The link between what they do and what they get is usually easy to see.
At home and at school, this can show up in different ways. The person figures out which behavior will work best for getting what they want. Because of this, they keep using that behavior and change the way they act over time.
Here are some common examples:
- A child hits another child on the playground to get the toy.
- A student starts a tantrum in the classroom when told to put the tablet away.
- A teenager won’t do their chores until someone says they can use the car later.
Seeking Attention from Parents, Teachers, or Peers
Another way people try to get what they want is by looking for attention. For a lot of people, being with others is really important. Wanting to talk or spend time together can make someone do things, just to get noticed by parents, teachers, or friends. This can happen even if what they get is not good, like someone getting mad at them.
A person may act like this if they feel left out or want to start talking with others, but do not know how to use good social skills. The reason for the behavior is met when people look at the person or talk to them.
Examples of attention-seeking behaviors include:
- A child keeps calling out in class to get their friends to laugh.
- A student throws themselves out of their chair just so the teacher will come over.
- A toddler stops their parent talking on the phone by making loud sounds.
Real-Life Examples of Escape-Motivated Behaviors
Escape-motivated behaviors happen when someone wants to get away from something that is not nice. It could be unwanted tasks, things people ask the person to do, or too much sensory input. The way we understand these behavior functions helps us know how to give the right support.
Knowing how escape shows up in day-to-day life helps in finding better ways to help a person with their sensory needs, or show them ways to deal with these things. The examples below will help you see how escape-motivated behaviors look in different situations.
Avoidance of Demands or Unpreferred Tasks
One of the main reasons people show escape behaviors is they want to avoid doing something they do not like. It can be a job, a task, or anything that feels too long or hard for them. Sometimes, the thing might just seem boring. If a person has gotten out of something before by acting this way, they are likely to try it again when they want the task to be gone.
This can soon turn into a habit. If the challenging behavior makes the demand stop or puts it off, the person may do it more. The big goal of therapy is to help people learn new ways to react. They can ask for help or say they need a break instead of acting out.
Here are some examples of escape behaviors when trying to get away from demands:
- A child throws the dinner plate on the ground so he does not have to eat the vegetables.
- A student tears up his homework when he thinks it is too hard.
- An individual has a tantrum after being asked to clean their room, and then their parent steps in to do it.
The focus is to show people replacement behaviors, so they do not need to escape. This stops the removal of an aversive stimulus from happening because of challenging behavior.
Escape from Sensory Overload or Social Interactions
Sometimes, the need to get away is not because of a task. It can happen when someone is in a place or social situation that feels bad or too much for them. People who have different sensory needs may feel very uncomfortable in some places. Their challenging behavior is a way to feel better and find a sense of comfort.
Loud sounds, bright lights, too many people in one room, or strange textures can be very hard for them. In these times, getting away is a quick reflex because of sensory overload. Some actions, like hand-flapping, can also give automatic reinforcement by making them feel calm and good.
Examples include:
- A child covers their ears and screams when a fire alarm goes off.
- An individual runs out of a crowded room to get away from the noise and people.
- A student hides under a desk to avoid participating in a group activity.
Key Differences Between the Two-Function and Four-Function Models
This article talks about the two-function model in the field of ABA. The two main reasons for behavior in this model are access and escape. But, some people who work in behavior analysis use a four-function model instead. This model splits the access reason into two different types: attention and tangibles. It also has sensory stimulation as its own part.
The two-function model uses a more simple way to look at things. It puts all behaviors into just two groups. You are either trying to get something (access) or move away from something (escape). This type of comprehensive approach is good for starting out in behavior analysis before you go into more details, like looking at sensory stimulation or other parts of the four-function model.
Comparing Common ABA Approaches
The way ABA therapy professionals conceptualize the functions of behavior can vary. The two-function model provides a high-level overview, while the four-function model offers more specific categories. Both approaches aim to understand the “why” behind a behavior to develop a comprehensive approach to intervention.
Neither model is necessarily better than the other; they are simply different ways of organizing the same information. The four-function model breaks down “access” into attention and tangibles, and it separates sensory/automatic reinforcement from escape. This can be useful for creating highly targeted interventions in different settings.
Here is a comparison of the two models:
| Two-Function Model | Four-Function Model |
| Access (To get something) | Attention: To gain social interaction from others. |
| Tangible: To gain a preferred item or activity. | |
| Sensory/Automatic: To get a pleasant sensory feeling. | |
| Escape (To get away from something) | Escape: To avoid a demand, task, or situation. |
Why Some Therapists Focus on Two Primary Functions
Some ABA therapists like to begin by looking at the two main reasons behind behavior: getting access to something or escaping from something. This way, the diagnostic process becomes simpler. When they find out if a person wants to get something or get away from it, they can find a clear path on how to help. This idea comes from researchers like Cipani and Schock, and it gives a strong base to start with.
This way of thinking about the function of behavior plays a vital role in making behavior analysis easy to use. As soon as the main reason is found (either access or escape), the ABA therapists can then look at the details. For example, when the function of behavior is access, they need to see if the person wants attention, a real object, or a sensory experience.
This simple and clear method helps the first check-up to be focused and quick. It lets therapists come up with a guess right away, then start building a plan to help that meets the real reason for the behavior.
Intervention Strategies Linked to Each Behavioral Function
Once you know the function of a behavior, ABA practitioners can choose the right intervention. The plan for an access-motivated behavior is not the same as the plan for an escape-motivated behavior. Effective interventions always match the function of a behavior.
Behavior action plans focus on teaching new skills that are good for the person. They use reinforcement strategies to help positive change. The goal is to show the person the best way to meet their needs. This can be done if they want to get something or if they want to get away from something.
Targeting Access-Motivated Behaviors: Reinforcement and Skill Building
When a behavior is kept up because someone wants something, the plan should be to build skills and use positive reinforcement. The aim is to help the person learn more appropriate behaviors to get what they want. You do this by changing the challenging behavior into something else that works.
One of the most common reinforcement strategies is called functional communication training, or FCT. This means teaching the person to use words, signs, or a device to ask for what they want, like an item or positive attention. When you give positive reinforcement for making these appropriate requests, there is less need for the problem or challenging behavior.
Effective strategies include:
- Teaching how to ask: You can use functional communication training to help a person learn simple phrases like “Can I have a toy, please?” or “Will you play with me?”
- Providing scheduled attention: Giving someone positive attention at set times during the day can cut down on attention-seeking challenging behavior.
- Teaching to wait: You can use things like pictures or timers to help teach someone to wait for what they want, instead of turning to problem behavior.
These positive reinforcement and reinforcement strategies help people learn new, appropriate behaviors with the support of positive attention.
Addressing Escape-Motivated Behaviors: Teaching Coping and Communication
For escape behaviors, ABA strategies try to help people build new skills and ways to handle tough or bad situations. They work to teach coping mechanisms and better ways to talk to others. The idea is for the person to get through the hard times without using escape behaviors.
Therapy does not just make someone go through a difficult situation. It helps make the tough moments easier for them. This can be done by breaking things down into smaller steps or showing them how to say if they need a break. Functional communication training is very important for this goal.
Interventions for escape behaviors may include:
- Teaching to request a break: People learn to say things like “I need a break” instead of reacting with a tantrum when they want to leave a task.
- Using a visual schedule: Giving a plan or schedule helps make things more simple and easier to understand. It can help lower the need to get away.
- Enriching the environment: Doing something someone likes along with a hard or unliked task—like listening to music while doing homework—can help the task feel less bad.
These aba strategies help people use new skills, improve how they talk, and build better coping mechanisms in regular life.
How Parents and Caregivers Can Support ABA Therapy at Home
The success of ABA therapy gets a big boost when the same strategies are used everywhere your child goes. Parents and caregivers have an important job in helping make a supportive environment at home. When you know your child’s individual needs and the reasons for their actions, you can work closely with them on their progress.
If you learn about the main functions of behavior, you will be able to help your child use the skills from therapy. You can also work better with your ABA team when you understand these two main functions. This helps both you and your child do well with ABA therapy.
Recognizing Behavioral Triggers and Functions
As a parent or caregiver, you have a significant role in the behavior analysis process. You see your child all the time, so you know their natural ways. You can learn to be like a detective and look for clues. These clues help you figure out the function of behavior. Watch what goes on right before and right after your child does something.
Try to notice triggers, also called antecedents, and outcomes, called consequences. These can give you valuable insights. Does the challenging behavior happen when you ask your child to do something? Or maybe it happens when you are not paying attention or are busy? Look for patterns and what leads up to the behavior. This is the first step.
Here are some tips for spotting these functions at home:
- Keep a simple ABC log: Write down the Antecedent, Behavior, and Consequence whenever a challenging behavior happens.
- Look for patterns: After a few days, read what you wrote. Do you see any links between certain rules and the behavior?
- Share your observations: Talk with your ABA therapist about what you see. Your notes help make a better plan that works for your child.
Remember to use your own experiences. Your work and your observations matter for behavior analysis. Over time, you will gain more valuable insights and help your child with challenging behavior.
Collaborating with ABA Therapists for Consistent Strategies
Teamwork between parents and ABA therapists is very important for real change to happen. The best supportive environment is the one where people work together. Everyone should use the same steps and follow the same plan. This way, your child always gets a clear message, no matter the place or time. It helps them to learn new skills faster, in different settings.
Talk openly with your therapist. Share what works for you and say what is hard for you and your child. Do not wait to ask for help if you need it. When you take part with your therapist, your child can use what they learn at home, at school, and in other places too.
Ways you can work well with your ABA therapists:
- Attend parent training sessions: Go to these meetings and learn the same strategies your therapist uses with your child. Then, you can use them at home and other places, too.
- Ask for clear instructions: Always ask how to deal with certain actions. Practice these steps with your therapist so you feel ready for any situation.
- Maintain a united front: Be sure all caregivers, including parents, grandparents, and babysitters, do the same thing when they help your child. This keeps your plan steady and will help your child in every location.
Conclusion
When you know the main functions of behavior in applied behavior analysis (ABA) therapy, it helps make effective interventions that fit each person. Behavior analysis looks at how actions in ABA therapy often happen for two main reasons: to get something or to get away from something that is not good. Once the therapist understands if a person wants to gain a thing or escape a situation, they can come up with better ways to help.
The functions of behavior are important for people who give care, too. When parents and caregivers learn about the main functions of behavior, it is easier for them to help their family at home. If you want to know more about ABA therapy and how it helps, you can get in touch for a free talk with our experts.
At Little Champs ABA, every therapy plan is built around understanding why behaviors happen and how to replace challenging ones with positive, functional skills. By focusing on the core functions of behavior, their team helps children communicate more effectively, build independence, and thrive in everyday routines.
If you’re ready to see how ABA therapy can make a difference for your child, connect with Little Champs ABA today to learn more about their personalized programs and family-centered approach.
Frequently Asked Questions
Do the main functions of behavior change as children grow older?
Yes, the main functions of behavior can change as a child grows. For example, when a toddler throws a tantrum, it may be to get a toy. But when a teenager has an outburst, it might be to avoid something like a social task. It is important to keep checking on these changes with ongoing assessment in ABA practices. This helps us understand and respond to the main functions of behavior at each stage.
Are there recommended tools for figuring out the function of a child’s behavior in ABA?
Yes, ABA professionals use different assessment tools. The main process is called a Functional Behavior Assessment (FBA). This uses data collection and direct observation techniques, like using ABC data. They also do interviews, and sometimes they do a controlled functional analysis. Questionnaires, such as the QABF, can give valuable insights.
How did recognizing two main behavioral functions become a focus in ABA history?
The idea of looking at only two main functions in behavior analysis started as a way to make things easier for people using it in real life. In the field of ABA, this model helps by putting all reasons for behavior into two simple groups: to get something or to get away from something. This makes it much easier to come up with effective interventions that work for people.
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