Function-Based Interventions

All Behavior serves a purpose

The primary idea of function-based behavior support is that it serves an important purpose for the individual. The reason for the behavior is referred to as the function. Despite what it looks like, all behavior can be broken down to a small group of common functions.

Behavior goes where reinforcement flows

Problem behavior is learned and can be predictable. Whether we intend to or not, if problem behavior occurs regularly, then by definition it is being reinforced by something in the environment.

Behavior is maintained through consequences, or what occurs after its demonstration. Research shows that lasting behavioral change is more likely with positive rather than punitive techniques.

Behavior is Efficient

Which is the fastest, most effective way for the student to get what they want? Is it via problem behavior or appropriate behavior? When developing Positive Behavior Support Plans, it is critical that the team modify the environment so that the student can more efficiently meet their need (function) with appropriate behavior, rather than problem behavior.

A behavioral intervention has two primary goals: to reduce problem behavior and increase appropriate behavior. There are at least three ways to achieve these goals:

1. Make the problem behavior irrelevant. Decrease or eliminate the need to engage in the problem behavior.

2. Make the problem behavior inefficient. Teach the individual a replacement behavior that serves the same function as the inappropriate behavior.

3. Make the problem behavior ineffective. Prevent the individual from obtaining what they want through inappropriate behavior.

Crone, D. & Horner, R. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavior Assessment

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