Understanding Behavior ABA: 2 Main Functions You Must Know

Have you ever wondered why a certain behavior happens? In the world of applied behavior analysis (ABA), we look beyond the action itself to understand its purpose. This is the core of understanding behavior functions. Rather than just labeling an action as "good" or "bad," ABA therapy seeks to uncover the motivation behind it. This post will explore the two main functions of behavior—access and escape—and show you how identifying them can lead to positive, lasting change for individuals.

Foundations of Behavior Analysis in ABA

Behavior analysis provides the scientific groundwork for applied behavior analysis (ABA). It's a systematic way of understanding how the environment influences what we do. ABA therapy takes these principles and applies them to create meaningful improvements in people's lives.

A core concept is understanding the functions of behavior. A certified behavior analyst is trained to identify the "why" behind an action. When we know the main functions driving a behavior, we can create more effective and supportive plans. We will explore the principles of ABA, why identifying functions is so important, and how it applies to both children and adults.

Principles and Goals of Applied Behavior Analysis

Applied Behavior Analysis (ABA) uses a scientific approach to understand and change behavior. A key principle is positive reinforcement, which involves rewarding desired behaviors to make them more likely to happen again. This focus on encouragement helps create a supportive learning environment.

The main goal of ABA is to help individuals learn new skills that improve their quality of life. This isn't about stopping behaviors but about teaching better ways to communicate and interact with the world. By understanding what motivates a person, therapists can foster positive behavior change. So, what are the two main functions of behavior in ABA therapy? At the most basic level, behaviors occur to either get something (access) or get away from something (escape).

Instead of just looking at the behavior, ABA looks at what happens before (antecedent) and after (consequence) to understand its purpose. This allows for a compassionate approach that addresses underlying needs, leading to more meaningful and lasting progress.

Why Identifying Behavior Functions Matters

Why is it important to understand the two main functions of behavior in ABA? Simply put, if you don't know why a behavior is happening, your attempts to change it might not work or could even make things worse. Imagine a child who frequently calls out in class. If the function of a behavior like this is to get attention, reprimanding them might accidentally give them exactly what they want.

By identifying the functions of behavior, you can address the underlying reasons for the action. This is the foundation of effective behavior management. When you know the "why," you can teach a more appropriate way for the person to get their needs met.

This shift in perspective—from reacting to a behavior to understanding its purpose—is what makes ABA so powerful. It allows for interventions that are not only more effective but also more compassionate, as they are tailored to the individual's specific motivations and needs.

Common Applications for Children and Adults in ABA

Yes, the two main functions of behavior absolutely apply to both children and adults in ABA. The desire to gain something or avoid something is a universal human experience. ABA therapy uses this understanding to help individuals of all ages develop crucial skills and improve their daily lives.

Whether for a child learning to communicate their needs or an adult developing job skills, the principles remain the same. The focus is always on understanding the function of the behavior and teaching more appropriate ways to achieve that same goal. For instance, ABA therapy can help individuals improve:

• Social skills and communication
• Daily living skills, such as hygiene and cooking
• Academic and workplace performance

By recognizing the motivation behind a behavior, therapists can create personalized plans that foster independence and success. This approach empowers individuals by giving them the tools they need to navigate their world more effectively, regardless of their age.

The Concept of Behavior Functions in ABA

The idea of behavior functions is central to ABA. Simply put, the function of behavior is the reason or purpose it serves for an individual. Every action, no matter how it looks on the surface, happens for a reason. In ABA, we categorize these reasons into main functions of behavior to better understand and address them.

To figure out the "why," therapists often use a process called functional analysis. This helps them systematically test hypotheses about what is motivating the behavior. The following sections will dive into what a function is, how we distinguish between different functions, and the impact this understanding has in practice.

What is a Function of Behavior?

A function of behavior is the purpose it serves. Behavior analysts are like detectives, looking for the underlying reasons behind a specific action. They understand that a target behavior is a form of communication, and their job is to figure out what the person is trying to say or get.

So, how do access and escape function as the two main behavior functions in ABA? Think of it this way: every behavior either helps a person get something they want or get away from something they don't want. The function of a behavior that gets them a toy, a snack, or attention is "access."  The function of a behavior that gets them out of a difficult task, a loud room, or a social interaction is "escape."

By categorizing behaviors into these two broad functions, we can start to build a clear picture of what drives an individual's actions. This understanding is the first step toward creating a plan that teaches them better ways to meet their needs.

Distinguishing Between the Two and Four Main Functions

You might have heard about the four functions of behavior and wonder if they are different from the two main functions. The two main functions, access and escape, are broad categories. The four functions provide a more detailed breakdown. Access can be split into getting attention (a form of social interaction) or getting tangible items. Escape remains its own category, and the fourth function is automatic reinforcement, often related to sensory stimulation.

Impact of Understanding Behavior Functions in Practice

Recognizing the two main behavior functions provides valuable insights that directly shape ABA interventions. When a therapist knows the function of a behavior, they can design a plan that addresses the root cause instead of just managing the symptom. This is a game-changer for effective behavior management.

How does this help create interventions? If a child's tantrum is for access to a toy, the intervention won't be about punishing the tantrum. Instead, it will focus on teaching the child how to ask for the toy appropriately. If the function is escape from a task, the intervention will teach them how to ask for a break.

This function-based approach leads to more effective interventions and positive outcomes because it honors the individual's needs. It replaces challenging behaviors with useful skills, empowering the person and creating lasting positive change in a respectful and supportive way.

The First Main Function: Access-Motivated Behavior

Access-motivated behavior refers to actions driven by the desire to obtain specific items or experiences, reflecting immediate needs. ABA therapy often utilizes positive reinforcement to encourage these targeted behaviors, enhancing a child’s social interaction and communication skills. Understanding access functions is crucial for effective interventions.

Behavior analysts conduct functional behavior assessments to identify preferences, enabling the development of appropriate ways to teach new skills. By tapping into their unique needs, caregivers can design strategies that promote desired behaviors, fostering positive behavior change.

Definition and Key Features of Access Functions

Access functions in applied behavior analysis (ABA) refer to behaviors that are performed to gain a desired outcome or tangible item. These functions highlight the significance of positive reinforcement in motivating individuals to engage in specific actions. Key features include the ability to identify what a person is trying to attain, such as items, attention, or sensory input. Understanding these functions enables behavior analysts to conduct functional behavior assessments and implement effective interventions tailored to meet unique needs, ultimately promoting positive behavior change.

Access to Tangibles: Real-Life Examples

Access to tangibles often reveals the motivations behind certain behaviors. For instance, a child may request a toy through positive behaviors like asking nicely, demonstrating communication skills. In contrast, if they resort to challenging behaviors, such as whining or throwing a tantrum, they may be seeking immediate access to that desired item. Behavior analysts often observe these interactions to implement effective interventions, guiding children toward more appropriate ways to express their needs and obtain tangible items while promoting positive behavior change in a supportive environment.

Access to Attention: How It Influences Behavior

Behaviors seeking access to attention stem from the fundamental human need for social interaction. Positive reinforcement amplifies these behaviors, encouraging individuals to engage in appropriate ways to gain recognition or approval. On the flip side, challenging behaviors might arise when a child experiences negative attention, which can inadvertently reinforce their actions. Behavior analysts focus on these dynamics to create effective interventions, enhancing communication skills and promoting positive behavior change. Understanding this aspect aids in developing coping mechanisms tailored to each individual's unique needs, fostering a supportive environment.

The Second Main Function: Escape-Motivated Behavior

Just as we are motivated to get things we want, we are also motivated to get away from things we don't. This brings us to the second main function: escape-motivated behavior. These are actions a person uses to avoid or leave an unpleasant situation, task, or sensation, which is known as an aversive stimulus.

Escape behaviors are maintained through a process called negative reinforcement, where the removal of the unpleasant thing makes the behavior more likely to happen again. Understanding the function of escape is key to helping individuals find better coping strategies, which we will explore next.

Defining Escape and Avoidance Functions

Escape behaviors are actions that allow an individual to get away from something they find unpleasant. Avoidance is similar but involves preventing the unpleasant situation from happening in the first place. The function of escape is all about relief. This process is driven by negative reinforcement. It's important to remember that "negative" here doesn't mean "bad"—it means something is taken away.

For example, if a student finds a math worksheet overwhelming and starts to cry, the teacher might remove the worksheet to calm them down. By removing the unpleasant task, the crying behavior has been reinforced. The student learns that crying is an effective way to escape a difficult task.

Understanding this link is crucial. Instead of just trying to stop escape behaviors, ABA focuses on teaching better coping skills. This could mean teaching someone to ask for a break, ask for help, or use other strategies to manage a difficult situation without resorting to challenging behaviors.

Examples of Escape-Driven Behaviors in Different Settings

You can see escape behaviors in many different contexts. The function of behavior is to create distance from something unpleasant, whether it's a task, a social demand, or a sensory experience. This is especially true for individuals with sensory processing differences, whose sensory needs might make everyday environments overwhelming.

Think about these real-life scenarios:

• A child runs out of a loud, crowded room at a party to get away from the noise.
• A teenager puts their head down on the desk when asked a difficult question in class.
• An adult repeatedly cancels social plans to avoid feeling anxious in groups.

In each case, the avoidance or escape behavior serves a purpose. By looking at what happened right before the behavior, we can often identify the trigger. This helps us understand if the person is trying to escape a demand, a social situation, or uncomfortable sensory input.

Is Escape Behavior Always Undesirable?

It's a great question: is escape behavior always a negative behavior in ABA therapy? The answer is no. Wanting to escape something unpleasant is a natural human instinct and a form of a coping mechanism. We all engage in escape behaviors, like taking a break from a stressful project or leaving a party when we feel tired.

The issue arises when the escape behaviors themselves are disruptive, unsafe, or prevent learning and social connection. For example, running out of a classroom is a more problematic way to escape a task than simply asking for a five-minute break.

Effective behavior management in ABA doesn't aim to eliminate the desire to escape. Instead, it focuses on teaching appropriate behaviors to achieve that escape. The goal is to replace challenging behaviors with functional, safe, and socially acceptable ways to communicate the need for a break, leading to positive change.

Practical Strategies for Identifying Behavior Functions

Now that we understand the two main behavior functions, how do we figure out which one is driving a specific action? Identifying the "why" isn't a guessing game. It requires a systematic approach, most often through a process called a functional behavior assessment (FBA).

This process relies heavily on direct observation and careful data collection. By gathering information about what happens before, during, and after a behavior, therapists can form a strong hypothesis about its function. Let's look at the steps involved in an FBA and other techniques used to identify a behavior's motivation.

Functional Behavior Assessment (FBA) Steps

So, how do ABA therapists identify whether a behavior is motivated by access or escape? They use a formal process called a functional behavior assessment (FBA). This multi-step process helps a certified behavior analyst pinpoint the function of a behavior with confidence.

The steps of an FBA typically include:

• Defining the behavior: The team clearly describes the behavior so everyone is observing the same thing.
• Gathering information: This involves direct observation, interviews with caregivers and teachers, and reviewing records. This is a key part of data collection.
• Analyzing the data: The analyst looks for patterns in the data to see what triggers the behavior and what consequences reinforce it.

Based on this data analysis, the analyst forms a hypothesis about why the behavior is occurring. This structured approach ensures that the resulting intervention plan is based on evidence, not assumptions, and directly addresses the individual's needs.

Techniques for Distinguishing Access from Escape Motivation

Distinguishing between access and escape motivation comes down to careful data analysis. The key is to look at the "before" and "after" of a specific behavior. What was happening right before the behavior occurred, and what happened immediately after?

If the behavior typically occurs after a demand is placed (like "time to do homework"), the function of escape is a likely motivator. The behavior is reinforced by the removal of that demand. On the other hand, if the behavior happens when a preferred item is taken away or denied, it's likely motivated by access. The behavior is reinforced by getting the item back, which is a form of positive reinforcement.

By tracking these patterns over time, therapists can see what consequence consistently follows the behavior. Does the person get something they want, or do they get out of something they don't want? The answer reveals the function.

Challenges Faced During Behavior Function Analysis

Determining the function of a behavior isn't always straightforward. What challenges might arise? For one, some problem behaviors can serve more than one function. A child might throw a toy to escape a demand but also to get a reaction from a parent. In this case, the behavior has both an escape and an attention function.

Another challenge is that the function of a behavior can change depending on the context. A behavior might be for attention at home but for escape at school. Each person also has unique needs and learning histories, which can make analysis more complex.

Finally, consistent data collection can be difficult to maintain across different people and settings. Overcoming these challenges requires a skilled and collaborative team that is committed to thoroughly understanding the individual before creating an intervention plan.

Using Behavior Functions to Shape ABA Interventions

Once you've identified a behavior's function, you can create powerful intervention strategies. The goal of behavior management in ABA is not to suppress behaviors but to teach new, more effective ones. This means showing individuals appropriate ways to get their needs met.

Knowing the function allows you to build a plan that works with the person's motivation, not against it. This approach is the key to achieving meaningful and lasting positive behavior change. The following sections describe how to design, monitor, and adjust these function-based plans.

Designing Effective Intervention Plans Based on Function

Recognizing the function of behavior is the key to designing truly effective interventions. Intervention strategies that are not based on function are unlikely to be successful. If you know a behavior is driven by a need to escape, your plan must provide a way to meet that need appropriately.

This is where teaching replacement behaviors comes in. A replacement behavior is a positive skill that serves the same function as the challenging behavior. For example, instead of flipping a table to escape a difficult task, a person can be taught to hand over a "break" card.

This approach makes interventions more effective because they honor the person's motivation. You're not just telling them "don't do that"; you're showing them "do this instead." It's a respectful and empowering way to guide behavior change.

Monitoring and Adjusting Strategies Over Time

ABA therapy is a dynamic process, not a static one. After an intervention is in place, it's crucial to monitor its effectiveness through ongoing data collection. This data tells you whether the plan is working and helps ensure you are on track toward positive outcomes.

If the data shows that the challenging behavior isn't decreasing or the new skill isn't increasing, it's a sign that the strategy needs to be adjusted. Maybe the reward isn't motivating enough, or the replacement skill is too difficult. Regular review of the data allows the team to make informed changes quickly.

This cycle of implementing, monitoring, and adjusting creates a supportive environment for the individual. It ensures that the plan remains tailored to their changing needs and continues to promote positive change over the long term.

Case Illustrations of Targeted ABA Interventions

Seeing targeted interventions in action can make the concepts clearer. These examples show how a plan is built around the child’s behavior and individual needs.

Consider a 5-year-old who has tantrums during circle time. An assessment reveals the function is to escape the sensory overload and social demands of the group. The intervention might include:

• Providing frequent breaks during the activity.
• Using a visual timer so the child knows how long they need to participate.
• Incorporating preferred sensory activities into circle time. The outcome is a significant decrease in tantrums and increased participation.

Another example is an 8-year-old who refuses to do homework to get more time on video games. The function here is access to a tangible. The intervention involves a token system where completing homework earns tokens that can be exchanged for game time. This teaches a positive behavior (doing homework) to earn the desired activity, leading to better habits and less conflict.

Conclusion

Understanding the two main functions of behavior—access-motivated and escape-motivated—provides a solid foundation for effective ABA interventions. By identifying the underlying reasons behind behaviors, caregivers and therapists can create tailored strategies that address specific needs and enhance outcomes. This knowledge not only aids in shaping effective intervention plans but also fosters a deeper understanding of individuals' actions in various settings. As you explore the principles of behavior analysis further, remember that this journey is about compassion, connection, and progress.

At Achieve Behavioral Therapy, we help families understand the reasons behind behavior so support feels clear and effective. Serving New Jersey and North Carolina, our team uses ABA principles to identify the two main functions of behavior and apply strategies that strengthen communication, self-regulation, and daily routines. By focusing on function rather than surface behavior, we create personalized plans that lead to meaningful, lasting progress. Contact Achieve Behavioral Therapy today to learn how our individualized ABA approach can support your child’s growth with confidence.

Frequently Asked Questions

Sources

• https://www.behavior-analysis.org/
• https://schools.au.reachout.com/student-wellbeing/creating-a-supportive-learning-environment
• https://psychcentral.com/autism/functionsofbehavioraba
• https://www.sciencedirect.com/topics/computer-science/motivated-behavior
• https://www.simplypsychology.org/positive-reinforcement.html
• https://www.cde.state.co.us/cdesped/ta_fba-bip