Last semester, we discussed what it means to be a BCBA, how to use embedded teaching, and how clinicians at the Husky Applied Behavior Analysis Clinic work with your children. Over the course of this semester, we will discuss how the function of behavior impacts our reactions.

When children appropriately or inappropriately behavior, you may ask yourself… “Why is she biting?,” “why won’t he do his math assignments?” or “I don’t understand why he likes to rock in his chair.” In applied behavior analysis, BCBAs take a highly individualized to identify the “Why?” or the function of the behavior. Through detailed behavioral assessments, BCBAs (and clinicians at the Husky ABA clinic) can identify if these disruptive behaviors occur to one of four reasons. The child may engage in challenging behavior to get out of unpleasant tasks, activities, or situations; gain a reaction (attention) from adults, peers, or siblings; get items, activities, or snacks (tangible); or to meet a sensory need (sensory).

When we identify the WHY (or function of a disruptive behavior), BCBAs will conduct assessments that may consist of interviewing the parent, teacher, or other important individuals’ in the child’s life, observing the child  in the environment in which the behavior is likely to occur, and directly testing specific situations to see if unwanted behaviors occur. Together, this information helps BCBAs learn WHY (or the function) of the behavior, and identify indivualized behavioral therapy to  decrease disruptive behavior, but more importantly increase behaviors that are socially appropriate (like communication). Over the next few weeks, Husky ABA Clinicians will be reviewing each function of the disruptive behavior (escape, attention, tangible, and sensory), describe strategies that are evidence-based to prevent these behavior, and outline how to respond to this disruptive behaviors if they occur.