Making Sense of Behaviour: A Practical Guide to Understanding What’s Going On

When we observe challenging, confusing, or unexpected behaviour, it’s easy to focus solely on what the behaviour looks like. However, in behavioural science – particularly in the fields of psychology, education, and applied behaviour analysis (ABA) – what matters most is why the behaviour is happening.

This is where the concept of the functions of behaviour becomes essential.

Understanding behavioural function empowers professionals and caregivers to respond effectively, reduce difficulties, and support individuals in developing more appropriate skills.

What Are the Functions of Behaviour?

The term “functions of behaviour” refers to the underlying purpose that a behaviour serves for an individual.
Behaviour is not random; it is a form of communication. Even when a person cannot express their needs verbally, behaviour often fills that gap.

Within behavioural science, four primary functions are commonly identified:

1. Attention
2. Escape or Avoidance
3. Access to Tangibles
4. Sensory or Automatic Reinforcement

Let’s look at each in more detail.

1. Attention

Behaviours motivated by attention aim to gain a social response from others.
This attention may be positive (praise, comfort, conversation) or negative (being told off, lectured, or corrected). From a behavioural perspective, any form of adult interaction can reinforce the behaviour.

Common examples

• A pupil calling out during a lesson because the teacher responds.
• A child throwing toys and receiving immediate adult attention.
• An adult repeatedly messaging others for reassurance.

Supporting attention‑seeking behaviour (can also be referred to as “care seeking” behaviour)

Rather than withholding connection, the goal is to:

• Provide planned, positive attention proactively.
• Teach alternative communication skills (e.g., asking for help or conversation).
• Avoid reinforcing challenging behaviour by responding calmly and neutrally.

2. Escape or Avoidance

Some behaviours serve to help the individual avoid or escape something unpleasant, overwhelming, or difficult.
This might include tasks, social interactions, environments, or sensory experiences.

Common examples

• A student ripping up worksheets to escape a challenging activity.
• A child running away during tidy‑up time.
• An adult leaving a noisy room because it feels overwhelming.

Supporting escape‑maintained behaviour

Effective strategies include:

• Adjusting task difficulty or breaking tasks into smaller steps.
• Teaching functional escape requests (“Can I have a break?”).
• Modifying the environment to reduce triggers.

3. Access to Tangibles

This function involves gaining something desirable – objects, activities, food, or specific items.

Common examples

• A child shouting to obtain a toy.
• An adolescent refusing to move until given access to technology.
• An adult engaging in passive‑aggressive behaviour to influence others’ choices.

Supporting tangible‑maintained behaviour

Support may involve:

• Teaching appropriate requesting (e.g., using words, symbols, or gestures).
• Using visual schedules and clear boundaries around access.
• Reinforcing positive behaviours with preferred items in structured ways.

4. Sensory or Automatic Reinforcement

Sometimes behaviour is reinforced not by others, but by the internal sensory experience it provides.
This is known as automatic reinforcement.

Common examples

• Repetitive movements (stimming) that help regulate emotions.
• Humming or tapping that feels calming.
• Chewing objects for oral sensory input.

Supporting sensory‑maintained behaviour

Support strategies may include:

• Introducing sensory alternatives (chewable jewellery, fidget tools).
• Allowing safe, self‑regulating behaviours unless harmful.
• Conducting sensory assessments to understand underlying needs.

Importantly, sensory behaviours are often misunderstood. Many forms of self‑stimulation are not problematic and can be essential for emotional regulation, especially in autistic individuals.

Why Understanding Behavioural Function Matters

Recognising the function of a behaviour allows us to:

Respond with empathy

When we see behaviour as communication, our responses become more compassionate.

Reduce challenging behaviours ethically

Interventions can focus on teaching new skills instead of suppressing behaviour.

Create supportive environments

Adjusting demands, routines, or sensory conditions can prevent difficulties before they arise.

Improve relationships

Understanding motives strengthens trust between individuals and caregivers, teachers, or support staff.

The Importance of Assessment

A Functional Behaviour Assessment (FBA) helps identify:

• What happens before the behaviour (triggers)
• What the behaviour looks like
• What happens after (consequences)

This structured approach prevents guesswork and leads to more effective support plans.

Conclusion

Every behaviour happens for a reason.
By shifting from “What is wrong with this behaviour?” to “What is this behaviour communicating?”, we open the door to understanding, empathy, and meaningful change.

The functions of behaviour are not labels to place on individuals – they are tools for insight. When we recognise the purpose behind actions, we can work collaboratively to build skills, reduce distress, and create environments that help people thrive.

References

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behaviour Analysis (3rd ed.). Pearson.
• O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional Assessment and Program Development (4th ed.). Cengage Learning.
• Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behaviour: A review. Journal of Applied Behaviour Analysis, 36(2), 147–185.
• Beavers, G. A., Iwata, B. A., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behaviour. Journal of Applied Behaviour Analysis, 46(1), 1–21.
• Department for Education (DfE). (2015). Special Educational Needs and Disability Code of Practice: 0 to 25 years.