Behavior Unmasked: Cracking the Code to Understand and Prevent Classroom Meltdowns
Although I have not had much experience with babies, I know that when they cry, it is typically related to them being hungry, tired, or in some sort of discomfort. Similarly, behavior, and misbehavior, is often a cry or request for something that an individual needs or wants, but does not state directly. Consider a teething toddler. While they might not verbally request a teething ring or ice cube to soothe their sore gums, adults can infer their need based on the tears, irritability, gesturing, and sensitivity to the area. Similarly, in order to unlock the mysteries of recurring and worsening student behavior, we must read in between the lines.
In this case, reading between the lines requires adults to take a step into the observer’s seat. Research reveals that a person’s behavior, both positive and negative, falls into one of four categories: 1) escape or avoidance, 2) attention-seeking, 3) access to tangibles or activities, or 4) sensory stimulation. While I plan to share high level definitions and examples related to each of the functions in this blog, I encourage you to attend our free webinar “Behavior Unmasked: Cracking the Code to Understand and Prevent Classroom Meltdowns”
During this 60-minute webinar, we will review the four functions of behaviors and spend time observing clips to practice identifying behavior functions, how we unintentionally contribute to the problem, and what we can do to appropriately respond to and decrease misbehavior. Everyone registered will receive access to the webinar replay and resources.
Wednesday, June 5, 2024
6:00 pm EST| Zoom
What are the Four Functions of Behavior?
Whenever Jennifer has a presentation for her history class, she coincidently falls ill with an upset stomach or debilitating headache. As a result, she spends the next two blocks in the nurse’s office resting and is then able to continue her day seemingly unbothered. It just so happens that everytime she is scheduled to present this happens. Jennifer knows that she can’t avoid her presentation forever, but knows that if she fakes an illness that at least she is able to buy more time. Jennifer is exhibiting behavior that allows her to escape or avoid an undesirable task. This is similar to your brother who somehow always has to work during the monthly family dinner, even though it was planned around his work schedule. He, too, is exhibiting avoidant behaviors.
PJ is a little different though. He loves family dinners, mostly because it is his time to shine. As soon as he arrives, he is talking non-stop to anyone who will listen. When the adults engage in boring topics such as politics and work, PJ begins to hum and sing. At first no one notices, so he gets louder and louder, until someone directs him. He will stop for a little, but then continue until someone has to speak again. Finally, his mom acknowledges his restlessness and goes into the living room to play with him. PJ has succeeded in his mission of redirecting the attention back to him by exhibiting attention-seeking behavior. The same can be true of his older sister who sends inappropriate texts to boys in her class so that they will like her. Both children are deliberately behaving in a way that will give them the attention that they desire.
Today, you announced to your classroom that they can go to the treasure chest at the end of the day if they are well-behaved. Trinity has been having a very difficult week, but somehow has only shown the best version of herself today. At the end of the day, she is one of the students to earn a prize. Her middle school cousin also was on his best behavior when he learned that everyone who completed their work would earn free open gym at the end of the day. Both Trinity and her cousin exhibited positive behaviors so that they could earn access to tangible items or activities. They understood that to earn their preferred activity or item, that they would have to display specific positive behavior.
Lastly, you might see a student flapping their arms on the playground. While this may be an example of a student with autism stimming, it could also be a student exhibiting a behavior that provides pleasurable sensory simulation. Similarly, riding a crying and restless baby around in the car for an hour might provide them with soothing and comfort that puts them to sleep. Sometimes people behave in certain ways for specific sensory needs or the need for a specific sensory input.
Above, I described scenarios to provide high-level context of how behavior, even positive, can be attributed to one of the four functions of behavior. Below, I will share additional examples for each of the functions.
Escape/Avoidance:
Throwing a tantrum when time for independent work
Asking to use the bathroom when time for independent work and staying for extended periods
Giving excuses for not being able to complete tasks (no pencil, no book, etc.)
Eloping from classroom (leaving without permission)
Attention Seeking
Calling out and/or blurting out answers, even after redirection
Making jokes or inappropriate comments so that peers laugh
Crying until someone removes them from the classroom
Banging on their desk until adult asks them to stop
Tangibles/Activities:
Falling out on the floor when access to iPad or technology is denied
Refusing to leave the playground at the end of recess
Arguing for “right” to keep headphones on or use cell phone throughout the day
Screaming injustice due to being forbidden from going to locker during unauthorized times
Sensory/Stimulation:
Biting nails or twirling hair and/or braids
Sucking thumb or rubbing their or others ears
Refusing to sit flat on the carpet, instead sitting on knees or avoiding the carpet altogether
Screaming and crying whenever the fire alarm goes off or noise levels are high
I hope to see you at our free webinar on June 3, 2024 to learn how to apply your understanding to identifying functions of behavior to undesired behavior! You know that I couldn’t give you all the information here! :)
Behavior Unmasked: Cracking the Code to Understand and Prevent Classroom Meltdowns
Wednesday, June 5, 2024
6:00 pm EST| Zoom
Register Here: bit.ly/FunctionsBehavior
