To read more about ABC’s and Functions of behavior, read more HERE. Access & Escape Functions Differential reinforcement procedures are primary tools for teachers in addressing problem behaviors. An intervention that has been widely used to reduce SIB is Functional Communication Training (Durand & Moskowitz, 2016). According to ABA literature, there are four main functions of challenging behavior: attention, escape, access to tangibles and automatic/sensory. 1. Extinction, ignoring a behavior rather than reinforcing it, has proven to be the most effective way to get rid of problem behavior, but it may be unsafe or incompatible with supporting student success. Access to Tangibles: The individual behaves in a certain way to get a preferred item or participate in an enjoyable activity. This post is part of a mini series helping understand the ABC’s and Functions of behavior. However, students with autism can also display challenging behaviors through physical and verbal aggression, self-injury, elopement, property destruction, tantrums, and non-compliance. Considering SIB can be viewed as a communicative act the person uses to express their wants and needs from the environment, the logical replacement behavior to teach is communication. At the same time punishment often reinforces the problem behavior by focusing on the problem behavior. • These problem behaviors can be reinforced (become more likely to happen), if in the past engaging in the behavior resulted in the gaining access … Determine why a student is engaging in a non-desired behavior before selecting and teaching an equivalent replacement. Functions of Behavior: Tangibles • When an individual engages in problem behavior, they may receive access to reinforcing objects. The key factor with this is being able to identify the challenging behavior as well as the function it serves (attention, escape, sensory, or access tangibles) and then the appropriate replacement behavior. For example, a student putting their head down because they are frustrated by math assignments might require a much different replacement behavior than a student who may be engaging in the exact same behavior because they are physically under-stimulated. A plan to decrease behaviors related to tangible access. There are specific reasons why all behavior occurs, we'll dive into those reasons with the idea that we all behave and misbehave to access tangible things. Keepin' It 100 is a practical web series by Cultivate Behavioral Health & Education designed to help parents and practitioners learn and apply the principles of Applied Behavior Analysis (ABA). These 5 tips to decrease behaviors reinforced by tangibles can help to create a plan. EXAMPLE: Child wants candy at the check-out line. In using differential reinforcement, the behavior selected for the contingency increases in probability while the behaviors that do not result in … A replacement behavior also represents the behavior you want to occur instead of the unwanted target behavior (e.g., aggression, destructive behavior, self-injury, or tantrums). The function of the behavior is important to identify for several reasons, including behavior prevention, choosing socially appropriate replacement behaviors and the creation of Behavior Plans (see our BIP blog to learn more).Our ABA therapists take data, which is then analyzed by a BCBA, in order to determine a common function behind the behavior.

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