The four possible functions of behavior Access to a Tangible Escape/Avoidance Attention Automatic . Instead of focusing on just the definition of a behavior, focus on why a behavior is occurring. Ignore minor problem behaviors in classrooms and common areas, praise others for correct behavior Instructional Demand or Undesirable Situation Universal Interventions (all students) Recognize students for following school behavior expectations. E. scaping situations tasks or people Replacement behaviors should match the same function of the problem behavior, but the topography will likely look different and be a more socially acceptable behavior topography. Remember, children are little people with feelings too. In no time other students where mimicking that behavior. S.E.A.T is an easy acronym to help you remember these 4 functions. the functions of challenging behaviours. So his behavior probably functions to gain a tangible … Rewards are an effective way to encourage positive behavior. –for self-stimulation/sensory. –to allow us to escape an activity or situation. For instance, in the example above, Jimmy’s behavior gets him the turn on the computer–or at least that’s what happens. Four functions of behaviour. The function of a behavior occurs because of one of four reasons: self-stimulating (sensory), to escape from something, attention seeking, or to get something they want (tangible). After multiple observations of the behaviour, one can begin to form a hypothesis or theory on why the behaviour may be occurring, and when it is likely to occur (i.e. Be sure to rule out genuine emotional upset before exploring the possibility of one of these functions: Possible function of behavior: To get access to something o Social attention (teacher, parent, peer) o Tangible (object, activity, event) o Sensory stimulation (e.g., visual, kinesthetic) To escape or avoid something Tangible reinforcers. –so that we can get tangible items. Function of Behavior: Obtain Attention or Tangible Reward Function of Behavior: Escape/Avoid . First, it tells us what may be the function of the behavior. This approach will focus on the changing outcomes of behaviors by looking at the entire context and approaching behavior from a function based perspective. For example, when my students were lining up and all of them were not ready I would quickly state the specific behavior 1-2 students were doing correctly. Negatively Reinforced Behaviors—Escape or Avoid Task or Environment Intervention Strategy Example(s) Adjust the difficulty of the task • Provide easier work • Decrease the amount of work Please note that the function of the behaviour needs to be further investigated and a function cannot be determined by a single occurrence. Each behaviour serves at least one of these functions, although some behaviours might have multiple functions, or change its function over time. Behavior occurs: –as a means to get attention. triggers). A behavior may serve one function or multiple functions. Behaviour may occur for one of these 4 reasons: Escape, Attention, Tangible, and Automatic Reinforcment . These are; access to tangibles, access to attention, escape/avoidance, and sensory stimulation. 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