It can be difficult to know how to support a child with ASD when they are engaging in a challenging behavior. The best way to start addressing a behavior is to determine the function.
Observe/Collect Data
When a child is engaging in behaviors, they are always trying to communicate something with you; especially if they don’t yet have a functional communication system. They may resort to unsafe behaviors to communicate that they are frustrated, need attention, or want a certain item. When you notice a behavior is sticking around for a few days/weeks, it may be time to start collecting ABC data. Data collection helps objectively track how often a behavior occurs and what is happening before or after.
A: Antecedent- what happens right before the behavior? For example, does your child always start hitting when you ask them to wash their hands or sit at the table? It is helpful to track what cues are triggering a certain behavior.
B: Behavior- What is the behavior? How specific can you be when describing it? For example, it is more helpful to say “hitting mom with an open hand” rather than “being aggressive.” You can track multiple behaviors at once, but it is helpful to really break down each one as much as possible.
C: Consequence- What happens right after this behavior? If they hit when asked to wash their hands, do you respond by yelling? Giving them a choice? Physically prompting them to the sink? Letting them escape that demand? Typically what happens after a behavior that is continuing is reinforcing it, whether we mean to or not!
What we focus on we get more of. We cannot change behavior by fopcusing on what we don't want. -Dr. Becky Bailey
It can be easy to become focused on the negative behaviors we observe- especially if the behaviors are severe and unsafe. Dr. Becky Bailey explains that it is important to praise our children when they engage in desired behaviors. Additionally, using language that encourages what we want them to do rather than what we don't want them to do. For example, we might say "feet on the floor" instead of "Don't climb on the table."
Possible Functions
Once you’ve collected baseline data on the behavior, you can begin to explore possible functions of the behavior. Some possibilities are: Escape, Tangible, Sensory, Gain Attention, Escape Attention. Often a behavior can fall into a few of these categories, but there is typically one category that scores higher than the others. If we attempt to address a behavior without considering the function, we might inadvertently reinforce the behavior and cause it to continue.
Escape
A behavior may be used to help a child escape a task or activity if they engage in the behavior every time something is too hard, or they do not want to engage in it for another reason. You can encourage the child to request a break appropriately, and you can provide choices to help them feel more in control.
Tangible
A behavior may be tangible if a child engages in it to gain access to an item that they want, such as a toy. They will often engage in the behavior until the item is made available. You can encourage your child to request access to the toy appropriately and work on waiting if the item isn’t available at that moment.
Sensory
If the function of a behavior is sensory, the child may engage in the behavior whether they are alone or with you. It often feels good for the child to engage in the behavior, such as rocking back and forth or other self-stimulatory behaviors. When a behavior is fueled by sensory needs, it can be helpful to explore safer alternatives such as a chew tool if they are mouthing items or a rocking chair if they are rocking against the wall.
Gain Attention
If the function of the behavior is to gain attention, you may observe it whenever you’re busy working with another child or doing other tasks. If they learn that they will receive attention when they engage in that behavior, it will be reinforced even if you are providing them “negative attention,” such as yelling at them or removing them from their peer group to talk with you. Instead, you can plan out times to play with them and provide attention when they request it appropriately.
Escape Attention
Sometimes children engage in behaviors to avoid attention. For example, if you are playing with a child but they need a break, they may bite or hit if they learn that you will move away from them after that behavior. Instead, you can encourage them to request “space” appropriately or check in if they would like some time alone.
Communication
For many children with ASD, increasing their ability to communicate functionally can lead to a huge reduction in behaviors. For example, if you think about how often you are able to assert your will as a verbal adult, think about what it would be like to suddenly not be able to express your wants and needs. You, too, might resort to unsafe behaviors. It is important to remember that behaviors are all attempts to communicate and connect. When we approach behaviors from a place of love and understanding, we can teach alternative skills.
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