Managing Difficult Behavior.
In the last post (Nobody works for free), we talked about how we use reinforcement to increase desirable behavior and we touched on how we can inadvertently reinforce undesirable behavior. Let’s dive further in to the functions of behavior, in other words, identifying WHY the challenging behavior has occurred and HOW to respond accordingly.
There are 4 functions of human behavior: escape, attention, access to tangibles, and automatic reinforcement. Today we’ll focus on the first 3 functions. These functions answer the WHY; what motivates a person to do something (good or bad)? They relate to all humans; all of our behavior is motivated by one of these functions.
When presented with the infamous question, “what do I do when my child behaves inappropriately,” I always respond with a series of questions to further determine the function of the behavior:
What happened before the behavior?
How did you respond?
How did the child react to your response?
I want to peg down the reason for the misbehavior. Was the child trying to escape a demand? Were they trying to gain your attention? Did they want something that was unavailable at the time? You should never be as concerned about the typography of the behavior (hitting, kicking, biting, etc.) as much as the function. Children may engage in biting, for example, in order to gain attention or to escape a demand. You’ll only know what to do when you’ve identified why they’re doing it.
ESCAPE: Typically, this function is identified when a caregiver places a demand on a child (ex: “put on your shoes,” “sit down for dinner,” “time for school,” etc.). The behavior, whether verbal or nonverbal, serves as refusal. Parents should calmly walk their child through the task.
ATTENTION: Though it may be difficult to identify, attention-seeking is extremely common among children. Sometimes, the aberrant behavior “comes out of the blue” or sometimes it’s directed at others (sibling, pet) in order to spark the parent’s attention. Children are looking for a reaction, good or bad (it’s all attention to them!). Don’t provide a reaction, but rather walk away or turn your back until you catch the child engaging in appropriate behavior.
ACCESS TO TANGIBLES: Your child may demand snacks or electronics, fall apart when told “no” after a request, or when told to put something away. This behavior is a result of wanting something that they can’t have. Have you ever offered something to your child, only to have them scream louder? Don’t be fooled; they’re looking for you to up the ante. Be sure never to provide a preferred item (even something completely different than the requested item) until the child has calmed down.
As always, behavior management tips sound easier said than done. Remember, the behavior may often get worse before it gets better. Your BCBA will provide an individualized behavior plan and model its implementation, while providing caregiver training and support!