Ever wondered why you child is behaving in such a way. Are you scratching your head at your toddlers tantrums? Well despite what it looks like, there are exactly 4 reasons why your child displays any type of behaviour! If you don’t believe me you need to read on to find out more!

Four functions of behaviour

In my work with children who demonstrated challenging behaviours I supported parents and teachers to put their detective hats on. The behaviour is just the symptom or “tip of the iceberg” it’s the function of that behaviour that we want to know! By learning the 4 functions of behaviours you will unlock a whole host of strategies to deal with and prevent them!

What is a function of Behaviour

As I mentioned before a function is basically the reason or rationale underpinning behaviour. Interestingly these functions that I will speak about also work for adults!

I am not saying that behaviour is simple but I am simplifying the way we think about our children’s behaviour so we can target our responses more effectively.

What is behaviour

Behaviour can be described as anything a person does in response to the stimulus provided from the environment around them. It is not strictly naughty behaviours. Instead we talk about positive or negative behaviours, and unexpected and expected behaviours.

For example: Johnny ran into the classroom after the bell sounded – this is an expected and positive behaviour. In contrast, Johnny hit the teacher and hid under the slide when the bell sounded. This is a unexpected and negative behaviour.

The four functions of behaviour

Ok, ok I’ll tell you the whiz bang theory that underpins all behaviours. The function or reason for all behaviours can be linked to 4 categories. Sensory, Escape,Attention, and/or access to something tangible. A helpful acronym to remember is SEAT (Sensory, Escape, Attention, Tangible). Let’s break this down further.

The four functions explained

Sensory Function of behaviour

As I discuss in my blog posts on sensory processing and self regulation sensory needs and preferences can be a major factor in our child’s behaviour. The feeling of overwhelm and a sense of losing control can be triggered by to much or too little of sensory feedback. We may seek or avoid specific sensations. Our feelings of wanting to seek a specific sensation may lead us to actively change what we are doing in order to fulfill this need.

For example a child who loves the feeling of movement. Specifically proprioceptive and vestibular input. may run out onto the playground and jump off the very top and swing from the monkey bars to fill their “cup” with the stimulus they feel they need.

Alternatively, if a child wants to avoid a sensation, such as noise they may cover their ears, run away, or completely freeze if overwhelmed by the specific sensation.

Self-regulation or sensory behaviours such as hand flapping, finger tapping, spinning objects may provide a person with a way to regulation his/her energy (think about fidget spinners). It may also be a source of enjoyment. The behaviours can help a child focus. However, they can also hinder them from focusing or it is an inappropriate behaviour to the specific situation.

Sensory strategies

Ok so what now? If you identify your child may be doing a specific behaviour for sensory reasons. You will need to think about filling their ‘cup’ so to speak with that sensation e.g. movement in an appropriate way. You can redirect the inappropriate behaviour into a helpful or productive task. E.g. if you child is bouncing off the walls, getting them to carry heavy objects for you is both regulating and productive.

Alternatively, reducing the sensory stimulus such as noise may support your child to engage more positively in the activity.

Check out this resource packed with ways to add in sensory regulating activities to your day!

Attention Function of behaviour

Attention is often the go to reason for all behaviours. However, this is not always the case. Attention behaviours are behaviours where your child seeks interaction with you. They are looking to gain feedback through eye contact, verbal responses, reactions (especially big reactions) and a focus of attention from you towards them or what they are doing.

Often our children can learn inappropriate ways of gaining attention such as repetitive questions or ‘nagging’ as we might call it. Some children use more aggressive forms towards parents or peers to gain attention. Often we as adults accidentally reinforce this behaviour by responding either positively or negatively towards them.

For example: If your child is making a big mess and then looking at you, chances are they are looking for attention. As parents we jump up and run over and give them a big sermon saying “no don’t do that” or whichever. This is ok for the most part. However, even when we give negative or telling off attention to our child they are still getting their need for attention met.

What to do when your child is behaving for attention

• Be consistent – provide a warning, and follow through with consequences
• Do not become over-dramatic in your responses
• If the behaviour persists provide a consequence such as time out or removal of a toy without providing to much verbal or eye contact. Once the consequence is finished that is the time to discuss what the child did wrong.

Attention is such a tricky behaviour. Try remain calm and reduce big reactions as a starting place. Be consistent in your responses and the responses of others looking after your child. Seek team work with your spouse to prevent overwhelm, burnout or accidental reinforcement of the attention seeking behaviour.

Escape Function of Behaviour

Escape or avoidance is a way for your child to communicate that they with sto escape or avoid certain people, activities, or places. They are saying ‘no’, ‘I don’t like it’, ‘stop’, ‘this is to hard/boring’, or ‘I want a break’. Extreme escape behaviours look like running away (off school grounds), wetting their pants, or falling asleep during the meal time.

Your child may even act silly or destructive in order to distract from the challenging task. For example, your child is eating breakfast and suddenly complains of a sore tummy. “Mummy, I don’t feel good, I think I need to stay home” This is a classic example of a child who doesn’t want to or escape going to school.

Escape strategies

• Scale down the challenge of an activity e.g. cleaning up the playroom, try suggesting cleaning up just the blocks first then re-evaluate the next step or offer to assist with the next box of toys.
• Discuss what might be scary or overwhelming about the person, place or activity to your child.
• Provide structure to challenging activities such as homework time e.g. give a clear start and finish time to challenging activities, schedule in a fun or preferred activity like going to the park or jumping on the trampoline after the challenging activity.
• Know your child’s limits – Teach them to persevere and problem solve but also recognize when they need a break.

Access/ tangible function of behaviour

Access to activities or objects is so common, especially in our younger children who are learning how to share. Getting something tangible is a ways to communicate I want food, juice, toys, special activities. Your child may also protest when things are taken away from them. This might be things like TV or Ipad.

One mistake we make is giving in when our child is at the height of the tantrum. This teaches our child that if they want that particular thing they just need to go absolutely nuts right away to get it.

The flipside is knowing what our child likes or is motivated by. We can strategically plan to give time or access to these things after a less enjoyable task like cleaning their rooms. I am not suggesting bribing your child with a fun thing. Rather, you are only allowing access after the jobs are done.

You use two different ways of speaking

Bribe= “I’ll give you the ipad if you clean up your toys” – its an exchange

Reward or Access = “Clean up your toys first then you can play playdoh with Mummy” – First,then approach. It also suggests a consequence. Your child learns they need to clean up in order to play play doh.

I was raised to do the hard jobs before the play. This method teaches your child to work hard for what they want and to play hard in reward for good work!

Strategies for Tangible

• Don’t give in at all, or if you have to give in, do it right when they start to protest. Never at the height of the protest/ tantrum.
• Set routines for accessing activities or objects such as TV or Ipads to reduce fights and repetitive requests for these activities.
• Don’t use these things to bribe your kids.
• Balance out a variety of activities and try not to rely on toys or activities as babysitters for grumpy kids.

Behaviours can have multiple functions

Now that we have learned about the four functions I’m here to tell you it’s simple only four functions, yet so complicated.

Although there are only four functions of behaviour. Your child’s behaviour can have multiple functions. For example your child may begin to sing loudly and swing in the swing completely blocking out the people around them and ignoring any attempt to engage with you. This can be both sensory response and escape. The child is escaping the challenging activity and they are accessing calming sensory stimulus to help regulate their body and emotions.

The key is to identify at least one function and use strategies that target that specific function. E.g. your child may be hitting several times a day. This does not mean each time they hit it is for the same function. It may be for escape or attention or tangible or sensory. Here’s how to tell the difference.

Think about the ABC’s of behaviour

We investigate behaviours using the ABC method.

A – Antecedent – What happened before the behaviour

B – What did the behaviour look like

C – What was the consequence of the behaviour

For example:

The teacher is playing dolls with another student in the class all morning. Molly fell to the ground and began kicking her legs and crying. The teacher ran over to see what was wrong and console Molly.

A- The teacher is playing dolls with another student in the class all morning.

B- Molly fell to the ground and began kicking her legs and crying.

C – Molly got attention from the teacher – The teacher ran over to see what was wrong and console Molly.

Can you see how if we didn’t know the whole story we wouldn’t understand why Molly was behaving this way. We can’t always know the whole story. Ask your child, ask the teacher, observe and find out more to help manage your child’s behaviours.

Putting it all together

Behaviour is a way our child is communicating purpose or intent. A single behaviour can fulfill several functions. The function of the behaviour may change over time. Be the detective and address the function no just the behaviour.

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