Function of Behavior

Engaging in challenging behaviors often gets students consistent attention. Keep in mind that all attention is good attention! If the student receives negative attention, such as a reprimand, after engaging in the behavior, this is still attention. Attention can take many forms, such as looking, laughing, talking, and helping, and can be received from anyone, including peers, teachers, and administrators.

Do behaviors occur because the student wants an adult to reprimand them, a peer to laugh, an admin to come into the room? Do they stop when provided attention?

When a student’s behavior is driven by the need for attention, any response—positive or negative—can reinforce it. Even a reprimand, a lecture, a peer’s laughter, or an administrator stepping in can meet that need. If the behavior tends to stop once attention is given, that’s a strong clue that attention is the function, and we may need to shift our focus to providing more positive, proactive attention instead. 

Engaging in challenging behavior at school, can often lead to getting out of doing work or participating in a non-preferred activity. If the next class includes non-preferred work, the student may engage in the behavior during the transition in order to avoid going to the class altogether.

Do behaviors often occur to avoid work/in the presence of task demands? Do behaviors stop when demands are removed?

When behavior is driven by escape, it often happens right before or during non-preferred tasks, like difficult work or transitions. If the behavior stops once the demand is removed, it's a strong sign the student is trying to avoid something. Understanding this helps us plan supports that make tasks more manageable instead of reinforcing the avoidance.

Sometimes challenging behavior just feels good internally. The student may engage in running, flopping, spinning, or rocking simply because it is an enjoyable sensory experience.

Do the behaviors occur to meet a sensory need (sight, touch, smell, hearing, taste)? Do behaviors appear to occur regardless of a trigger (antecedent)?

When behavior serves a sensory function, it often happens because the action itself feels good or helps the student self-regulate. These behaviors—like spinning, flopping, or tapping—can occur even without a clear trigger. If the student seems unaware of others or continues regardless of consequences, they may be meeting a sensory need, which means we should consider supportive strategies rather than punishment.