Today, we’re going to discuss the last function of behavior on our list. If you’ll recall, “function” is an ABA therapy term that refers to the reason behind a child’s behavior. Over the last few weeks, we’ve been looking at the four main functions of behavior. We hope you’ve learned a few things along the way that not only benefit your child, but also your relationship with them.
If you’re just joining us, not to worry! Here are the four main functions or reasons behind a child’s behavior and links to Parts 1-3 that you’ve missed:
- To Escape or avoid something (See Part 1)
- To get Attention from someone (See Part 2)
- To gain Access to something (See Part 3)
- To meet a child’s Sensory needs – Our topic for today!
Behaviors that meet the sensory needs of children are also referred to as automatic behaviors, because they happen automatically. These automatic behaviors are not necessary always unwanted behaviors. It can be a matter of degree or severity of the behavior that can be concerning. If the behavior interferes with a child’s learning and social development, ABA therapy can help.
With ABA therapy, we can help kiddos with autism and other developmental needs replace unwanted behaviors with alternative behaviors that ensure their needs are still being met and their well-being is being supported. The first step is to identify the function of an unwanted behavior. Then, we can start work on helping a child learn a new one.
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More to Explore >> New to ABA therapy? Learn about the gold standard early intervention for toddlers with autism as young as two.
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What the Sensory function looks like
Behavior that falls into the sensory function category can take many forms. Here at The Behavior Exchange, it’s common to see kiddos who jump up and down, spin around, run back and forth, place items in their mouths, and shake their hands. The key to identifying sensory-maintained behaviors is if the behavior happens in all different situations and environments.
Many people engage in sensory-maintained behaviors, such as biting nails, chewing on their lip, twirling their hair, etc. They do it because it’s automatic and it helps them in some way. The same applies to children. The only difference is a child’s behavior may draw more attention.
However, we do need to consider that there are situations and environments that may heighten the frequency or intensity of sensory-maintained behaviors, such as additional stress or lack of sleep.
How we confirm it’s a Sensory behavior
ABA therapists use the observational tool known as ABC to collect data and analyze what’s going on with a child’s behavior. ABC is an acronym for:
Antecedent – What happens right before a behavior
Behavior – How a child reacts to the antecedent
Consequence – What happens right after the behavior
Here’s an example of how we work to identify a sensory behavior using the ABC method:
The Antecedent or situation is two children playing with toy dinosaurs.
The Behavior is one of the children starts jumping up and down while spinning their arms.
The Consequence or how we respond to the behavior is to tell the child, “You can ask for a break.”
Despite the consequence, the behavior of jumping up and down continues. That finding is one data point that ABA therapists collect during sessions with children. We continue trying out other consequences to see if the behavior stops. If it doesn’t stop, we’ve confirmed through data that the behavior of jumping up and down is meeting the sensory needs of the child and will happen no matter what.
When ABA therapy can help
ABA therapists focus on changing the consequences of behaviors. The goal is to help children learn new behaviors that can replace unwanted ones, while ensuring their needs are still being met.
In the case of sensory-maintained behaviors, we take a different approach because the behaviors are not necessarily unwanted or need to be replaced for the well-being of the child. To help us determine if the best course of action is to help the child learn a replacement behavior, we start by asking a series of questions:
- Is the behavior impeding the child’s social development?
- Is it impeding in their ability to learn new information?
- Is It dangerous to themselves or others?
- Is it socially stigmatizing?
If the answers are all NO, then we don’t need to address the sensory-maintained behavior. If there’s a YES to any of the questions, then we try to find a replacement behavior that will give the child the same sensory satisfaction as the original behavior but without the downsides.
A child who likes to jump up and down could enjoy the same sensation with a trampoline. A child who puts items in their mouth could enjoy the same sensation with a chewie. We work to find the motivation behind the behavior, then give them a safer, less distracting way to satisfy their sensory needs.
These behaviors not only meet the sensory needs of children so they can engage with their environment. They also give children a sense of autonomy and control over their bodies. Sensory behaviors are telling us something. They’re saying, “I need to do something with my body to feel calm,” not “I’m trying to ignore you, so I’ll jump up and down.” Our response to a child’s behavior should always be about finding ways to meet their needs in the most beneficial way possible.
Our BCBAs (Board Certified Behavior Analysts) teach these ABA therapy techniques and insights to parents, so they can reinforce positive behaviors in their interactions with their children. Don’t be afraid to talk with your child’s BCBA and therapists for advice on managing your child’s behaviors. A sign that you have a quality ABA therapy provider is their focus on a holistic approach that supports the needs of children as well as their families.
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More to Explore >> Find the best ABA therapy providers in your area who have earned accreditation as a Behavioral Health Center of Excellence®.
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Why start ABA therapy early
For the best outcomes, children should start ABA therapy as soon as they are reliably diagnosed around the age of 2. The period between birth and 5 years of age is when children are actively making connections with everything in their environment that end up shaping their behavior. Children with autism need extra help making those connections so they can learn and develop in ways that enable them to achieve their full potential in life.
We can help you identify, understand, and help shape your child’s behavior through expert and caring ABA therapy services, including our fun, early start B.E.E.S. program and Parent Training. By enrolling your child in ABA therapy early, you’re giving them the skills they need for a brighter future!
Put them on the path to success by completing our contact form or calling 972.312.8733. We serve awesome families from three locations in Plano, Frisco, and Prosper, and we’re the FIRST ABA therapy provider in all of North Texas to earn the highest accreditation possible – the prestigious 3-year accreditation as a Behavioral Health Center of Excellence®.
Have questions? Reach out to our autism and ABA therapy experts anytime by emailing [email protected]. We’ve been helping children and their families for more than 20 years. We’d love to help yours, too.
