A Deep Dive: What Are the 2 Main Functions of Behavior in ABA

Overview of the Two Main Functions of Behavior

In ABA, while behaviors can seem complex, they can often be simplified into two main functions of behavior: access and escape. "Access" refers to behaviors used to gain something desirable, like attention, a toy, or a favorite activity. "Escape" refers to behaviors used to avoid or get away from something undesirable, like a difficult task or an overwhelming social situation.

Understanding this distinction is fundamental for behavior analysts. The difference between access and escape functions is simple: one is about getting something, and the other is about getting away from something. By identifying the specific function of a behavior, therapists can create targeted and effective interventions. Let's take a closer look at each of these functions.

Defining Access Functions in ABA

Access functions describe behaviors that are performed to gain access to something. This "something" can be a tangible item like a toy or a snack, or it can be a form of social interaction like attention or praise. When a child engages in a behavior to get something they want, it is serving an access function.

These behavior functions are directly linked to positive reinforcement. The child performs an action, and receiving the desired item or attention reinforces that action, making it more likely to happen again in the future. For example, if a child cries and is then given a cookie, the crying behavior was reinforced.

Understanding this helps therapists develop strategies that teach more appropriate ways to ask for things. Instead of crying, a child can be taught to use words, sign language, or a picture card to request the cookie, still achieving their goal but in a more socially acceptable manner.

Defining Escape Functions in ABA

Escape functions describe behaviors aimed at avoiding, delaying, or ending an unwanted situation. This could be anything from a difficult homework assignment to a noisy room or a non-preferred social interaction. When a person acts out to get out of doing something, these are considered escape behaviors.

The driving force behind escape functions is negative reinforcement. This doesn't mean punishment; it means a behavior is strengthened by the removal of something unpleasant (an aversive stimulus). For instance, if a child throws their worksheet on the floor and is then sent to a quiet corner, the act of throwing the worksheet is reinforced because it successfully removed the unpleasant task.

The function of the behavior was to escape the demand. ABA therapists use this knowledge to teach better coping skills or ways to ask for a break, reducing the need for disruptive escape behaviors.

Distinguishing Between Access and Escape Behaviors

At first glance, the same challenging behavior could seem to serve different purposes. A child having a tantrum could be trying to get a toy (access) or trying to get out of cleaning their room (escape). The key to distinguishing between access functions and escape behaviors is to look at what happens right before the behavior (the antecedent) and what happens right after (the consequence).

The function of a behavior is determined by its outcome. Does the behavior result in the child getting something they want? Or does it result in them getting out of something they don't want? Answering this question reveals the primary motivation.

Here’s a simple breakdown to clarify the behavior functions:

• Goal: Access behaviors aim to obtain something (attention, items, activities). Escape behaviors aim to avoid something (tasks, situations, people).
• Reinforcement: Access is maintained by positive reinforcement (adding something good). Escape is maintained by negative reinforcement (removing something bad).
• Example: A child shouting to get a parent's attention is access. A child shouting to avoid doing chores is escape.

Classification of Behaviors Based on Their Functions

In behavior analysis, classifying behaviors based on their function is a critical step in creating an intervention plan. Instead of just labeling problem behaviors or repetitive behaviors as "bad," therapists look at the purpose they serve. This classification helps organize observations and pinpoint the underlying motivation.

By categorizing actions, we can see patterns that might otherwise be missed. A text table can help illustrate how different behaviors might be classified based on their suspected function of behavior.

Common Behaviors Associated with Access Functions

Behaviors driven by access functions are all about gaining something desirable. This could be social interaction, attention, or tangible items. These behaviors are reinforced through positive reinforcement—the child does something and gets what they want, which makes them more likely to do it again.

While these behaviors can sometimes be challenging, they also present a great opportunity to teach new skills. If a child is motivated to get something, that motivation can be channeled into learning appropriate ways to ask for it, such as using words or signs.

Here are some common examples of behaviors that may serve access functions:

• Screaming or crying to get a toy or snack.
• Pulling on a parent's sleeve to get their attention.
• Grabbing a toy from another child.
• Repeatedly calling someone's name.
• Making loud noises to make people look.

Common Behaviors Linked to Escape Functions

Behaviors that serve escape functions are motivated by a desire to avoid or get away from an aversive stimulus. This could be a task, a social demand, or even an uncomfortable sensory experience. These escape behaviors are often labeled as problem behaviors, but they are simply a person's attempt to cope with a situation they find unpleasant.

The trigger for these behaviors is often a demand or a change in the environment that the individual finds overwhelming. This could be anything from being asked to do homework to entering a loud, crowded room that overloads their sensory needs.

Here are some real-life examples of escape-motivated behaviors:

• Having a tantrum when told it's time to do chores.
• Running out of the classroom during a difficult lesson.
• Refusing to speak when asked a question.
• Covering ears and hiding when a room gets too noisy.
• Pushing away a plate of non-preferred food.

Are There Additional Functions of Behavior in ABA?

While access and escape are considered the two main functions of behavior, many professionals in the field recognize a third and sometimes fourth function. The most commonly discussed additional function is automatic reinforcement, often referred to as sensory stimulation.

Unlike access and escape, which are mediated by others (someone gives you a toy or removes a task), sensory stimulation is all about internal feelings. The behavior itself creates a pleasant sensory input or removes an unpleasant one. These are often repetitive behaviors like hand-flapping, rocking, or making vocal sounds.

These actions are not done to get attention or avoid a task; they simply feel good to the individual. Understanding this function is vital, as the intervention strategies will differ from those used for access or escape. Instead of teaching a child to ask for a toy, the focus might be on providing scheduled sensory activities or finding a safer, more appropriate behavior that provides similar sensory input.

The Access Function: Seeking Reinforcement

Understanding the access function, which revolves around seeking reinforcement, is a key aspect of behavior analysis in ABA therapy. This function highlights how certain behaviors are often driven by the desire for positive outcomes, such as attention or tangible items. Individuals may engage in specific behaviors to gain access to preferred activities or interactions, effectively reinforcing their actions. Recognizing these motivations allows behavior analysts to develop effective strategies tailored to support positive behavior change and address unique needs within various settings.

How Attention Acts as a Form of Access

Attention often serves as a powerful motivator for certain behaviors, allowing individuals to seek validation and connection. In applied behavior analysis, behaviors that gain social interaction can be viewed as access-driven. Positive reinforcement through social acknowledgment, like eye contact or verbal praise, encourages users to repeat these behaviors. When individuals experience sensory processing differences, their need for attention may increase, leading them to engage in behaviors that elicit the desired social response. Understanding this function helps behavior analysts develop effective strategies tailored to unique needs.

Tangible Items and Material Gains as Motivators

Tangible items and material gains play an important role in motivating behaviors, especially in the context of ABA therapy. When individuals receive a preferred item or activity as a reward, it reinforces positive behaviors and encourages the development of new skills. This could be as simple as a favorite toy or snack, which serves as an effective strategy to foster appropriate behaviors. By offering these incentives, behavior analysts can create a supportive environment that addresses the unique needs of each individual, ultimately promoting a positive behavior change.

Everyday Examples of Access-Motivated Behaviors

Everyday behaviors driven by access motivation can be seen in various scenarios. For instance, a child might engage in play to gain attention, frequently seeking social interaction from peers or adults. Similarly, when a student requests a break from work, they may engage in escape behaviors to access a preferred activity, like playing a game. Moreover, behaviors such as asking for snacks or toys represent tangible items' motivational pull, illustrating how access to positive reinforcement can shape daily actions and interactions.

The Escape Function: Avoiding or Reducing Unwanted Situations

The escape function is all about avoidance. When an individual engages in escape behaviors, their goal is to get away from something they find unpleasant, difficult, or overwhelming. This "something" is known as an aversive stimulus, and the behavior is strengthened through negative reinforcement because it successfully removes that stimulus.

Understanding this function is critical for effective behavior management in ABA therapy. Instead of viewing the behavior as defiance, a therapist sees it as communication. The child is essentially saying, "This is too much for me right now." This perspective allows for more compassionate and effective interventions. The following sections will explore how these behaviors work and what strategies can help.

How Behaviors Lead to Escape or Avoidance

Escape behaviors work through a process called negative reinforcement. It’s a common misconception that "negative" means bad, but in behavior analysis, it simply means "to take away." When a behavior results in the removal of something undesirable, that behavior is more likely to happen again in the future.

Imagine being asked to complete a difficult puzzle. If you complain and the puzzle is taken away, you have successfully escaped the task. The next time you are faced with a challenging activity, you are more likely to complain because you learned it is an effective way of avoiding it. The function of the behavior was escape.

This is the mechanism behind many escape functions. The individual learns that a specific action—whether it's running away, shutting down, or having a tantrum—is an effective tool for avoiding unpleasant situations. ABA strategies aim to teach more appropriate ways to communicate the need for a break or assistance.

Examples of Escape-Motivated Behaviors in Daily Life

Escape-motivated behaviors show up in many ways in our daily lives. These actions are powerful coping mechanisms, even if they appear as problem behaviors to an observer. They are a direct response to an aversive stimulus in the environment, which could be a demand, a social expectation, or an overwhelming sensory experience.

Understanding these behaviors as attempts to cope rather than as simple defiance is a key shift in perspective. It allows parents and therapists to respond with support instead of frustration, focusing on teaching better ways to handle difficult situations.

Here are some everyday examples of escape behaviors:

• A student doodling in their notebook to avoid listening to a boring lecture.
• A child throwing a fit in a store to avoid having to leave the toy aisle.
• An adult feigning a headache to get out of a social gathering they find stressful.
• A toddler running away when it's time for a diaper change.

Differences Between Positive and Negative Reinforcement

In behavior analysis, the terms "positive" and "negative" don't mean "good" and "bad." Instead, they refer to addition and subtraction. Understanding this difference is key to understanding access functions and escape functions.

Positive reinforcement involves adding a desirable stimulus to increase a behavior. This is the driving force behind access functions. For example, you praise a child for sharing (adding praise), so they are more likely to share again. The goal is to get something.

Negative reinforcement involves removing an aversive stimulus to increase a behavior. This is the engine behind escape functions. For example, you take away a chore because your child finished their homework (removing the chore), so they are more likely to do their homework promptly next time. The goal is to get away from something. Both increase the likelihood of a behavior, but they do so in opposite ways.

Identifying the Function of a Child’s Behavior in ABA Practice

So, how do ABA therapists figure out the function of a child's behavior? It's a systematic process that relies on careful observation and data collection, not guesswork. A certified behavior analyst uses a set of tools to act like a detective, gathering clues to understand the "why" behind an action.

This process, often called a Functional Behavior Assessment (FBA), is the first step in creating an effective intervention plan. It involves direct observation, interviews, and sometimes a more formal functional analysis to test hypotheses. The next sections will detail how therapists use these methods to uncover the purpose of a behavior.

Observation Strategies Used by ABA Therapists

One of the primary tools ABA therapists use is direct observation. This involves watching the child in their natural environment—at home, at school, or in the community—to see the behavior as it happens. The therapist takes detailed notes on what occurs right before the behavior (antecedent), the behavior itself, and what happens immediately after (consequence). This is known as ABC data collection.

This method of behavior analysis provides objective information about the context surrounding a challenging behavior. The therapist isn't just looking at the behavior in isolation; they're looking for patterns. Does the behavior always happen when a demand is placed? Does it only occur when a parent is on the phone?

These observations help form a hypothesis about the function. By systematically recording this information over time, therapists can identify triggers and outcomes that maintain socially significant behaviors, paving the way for a targeted and effective intervention.

Conducting Functional Behavior Assessments (FBA)

A Functional Behavior Assessment (FBA) is a comprehensive process used by a certified behavior analyst to determine the function of a behavior. It's the cornerstone of any effective ABA program focused on behavior management. The FBA goes beyond simple observation and involves systematically gathering information from multiple sources.

The process typically starts with indirect methods, such as interviews with parents, teachers, and the individual themselves. These conversations provide valuable insights into the behavior's history and the settings in which it most often occurs. Checklists and rating scales may also be used to quantify the behavior.

The next step is direct observation, as described previously, to collect objective data. In some cases, a functional analysis may be conducted, where the therapist systematically manipulates antecedents and consequences to test hypotheses about the function. This thorough assessment ensures the intervention plan is based on solid evidence about why the behavior is happening.

Analyzing Data to Reveal Behavior Functions

After the data collection phase of an FBA, the real detective work begins: analyzing the information to pinpoint the behavior functions. The therapist reviews all the notes from direct observation, interview responses, and any other data to look for consistent patterns. The goal is to connect the dots between the environment and the behavior.

The analysis focuses on identifying relationships between antecedents, behaviors, and consequences. For example, if the data shows that 80% of tantrums occur after a demand is placed and result in the demand being removed, it strongly suggests an escape function. If most instances of grabbing occur when a peer has a preferred toy, it points to an access function.

This data-driven conclusion about the function of a behavior is what informs the next steps. Once the "why" is clearly identified, the team can begin designing an intervention plan that teaches a more appropriate way for the child to achieve the same outcome.

Implementing Intervention Strategies in ABA

Once the function of a behavior is identified, it’s time to implement intervention strategies. Identifying the function is crucial because it ensures the intervention is targeted to the root cause. This leads to more effective interventions and lasting positive behavior change, rather than a temporary fix.

The goal is not to just stop a behavior but to teach appropriate ways for the child to get their needs met. This involves teaching replacement behaviors that serve the same function. The following sections will explore specific strategies for both access-driven and escape-motivated behaviors.

Strategies for Addressing Access-Driven Behaviors

When a behavior is driven by access functions, the intervention focuses on teaching the child more appropriate ways to get what they want. Since the motivation is to gain attention, a tangible item, or social interaction, the strategies leverage that motivation. The key is to make the replacement behavior more efficient and effective than the challenging one.

Using positive reinforcement, the therapist heavily rewards the new, appropriate behavior while no longer reinforcing the problem behavior. For example, if a child learns to ask for a toy with a word or sign, they get it immediately. If they revert to grabbing, the toy is withheld. This teaches them that the new skill works better.

Here are some strategies for behaviors where the function of the behavior is access:

• Teaching Functional Communication: Instructing the child to use words, signs, or pictures to request items or attention.
• Differential Reinforcement: Providing high-quality reinforcement for appropriate requests and withholding reinforcement for problem behaviors.
• Providing Non-Contingent Reinforcement: Giving scheduled attention or access to preferred items to reduce the motivation to engage in problem behaviors to get them.

Effective Techniques for Managing Escape-Motivated Behaviors

For escape behaviors, intervention strategies aim to teach appropriate ways to handle difficult situations without resorting to disruptive actions. Since the goal is to avoid or get away from something, the techniques focus on building tolerance, teaching coping mechanisms, and providing a functional way to request a break. Effective behavior management for escape functions is about empowering the individual.

Instead of allowing a tantrum to successfully end a task, the therapist might teach the child to tap a "break" card. This new skill still serves the escape function but does so in a much more appropriate way. Over time, the therapist can gradually increase the duration of tasks before a break is offered.

Here are some effective techniques for managing behaviors with escape functions:

• Teaching Functional Communication: Teaching the child to say "all done," "help, please," or "I need a break."
• Task Modification: Breaking down difficult tasks into smaller, more manageable steps to reduce feelings of being overwhelmed.
• Choice-Making: Offering choices within the task (e.g., "Do you want to do math or reading first?") to increase a sense of control.

Using Replacement Behaviors and Reinforcement

A core component of any ABA intervention is teaching replacement behaviors. This means identifying a new, appropriate behavior that serves the same function of a behavior as the challenging one. A replacement behavior must be easier and more efficient for the child to perform than the problem behavior.

For example, if a child screams to get attention (access function), a replacement behavior could be tapping someone on the shoulder. If they throw their homework to get out of doing it (escape function), a replacement could be asking for help. The key is that the new skill must achieve the same outcome.

Positive reinforcement is then used to strengthen these new, socially significant behaviors. When the child uses the appropriate behavior, they are immediately rewarded with the outcome they were seeking (attention, a break, etc.). This makes the new skill powerful and desirable, encouraging them to choose the appropriate behaviors over the challenging ones in the future.

Monitoring Progress and Adjusting ABA Interventions

An ABA program is never static. To ensure effective treatment, therapists continuously monitor progress through ongoing data collection. This allows them to see if the interventions are working and to make adjustments as needed. This dynamic approach ensures that the effective treatment plans are always tailored to the child's individual needs.

This process of tracking progress and being flexible is fundamental to the success of ABA. It ensures that the therapy remains responsive and effective as the child learns and grows. The following sections will explain how therapists collect data and use it to modify intervention plans.

Collecting Data for Ongoing Evaluation

In ABA therapy, data collection isn't just something that happens at the beginning. It's a continuous process that guides every session. Therapists meticulously track the frequency, duration, and intensity of both challenging behaviors and the new replacement skills being taught. This provides an objective measure of progress.

This ongoing behavior analysis helps the team determine if the effective strategies they've implemented are working. Is the problem behavior decreasing? Is the replacement behavior increasing? The data provides clear answers to these questions, removing any guesswork from the evaluation process.

Without this constant stream of information, it would be impossible to know if an intervention is truly effective. The data serves as a roadmap, showing the therapy team where they have been, where they are now, and what the best next steps are for the child.

Modifying Intervention Plans Based on Outcomes

The data collected during an ABA program serves one primary purpose: to inform decision-making. If the data shows that a child is not making progress, or if a new challenging behavior emerges, the intervention plan must be modified. Effective treatment plans are flexible and adapt to the unique needs of the individual.

Sometimes a modification might be small, like changing the type of reinforcement used. Other times, it might involve re-examining the function of behavior. A behavior that was initially thought to be for access might turn out to be driven by escape, requiring a completely different strategy.

This is why understanding behavior functions is so critical throughout the entire process. The ABA team constantly reviews the data and collaborates to ensure the ABA program remains tailored to the child's evolving needs. This commitment to data-driven adjustments is what makes ABA such a powerful and personalized therapy.

Collaborative Approaches in ABA Therapy

Effective ABA therapy is a team effort. The most successful outcomes occur when there is strong collaboration between ABA therapists, behavior analysts, parents, caregivers, and teachers. This partnership ensures that everyone is on the same page and that strategies are implemented consistently across different settings.

When families and caregivers are involved in the process, they gain valuable insights into their child's individual needs and the function of behavior. ABA therapists provide training and support, empowering parents to use the same effective strategies at home. This consistency is crucial for helping a child generalize new skills from the therapy setting to their everyday life.

This collaborative approach also enriches the data collection process. Parents and teachers can provide information about how behaviors manifest outside of therapy sessions, giving the behavior analyst a more complete picture. By working together, the team can create a comprehensive, holistic plan that supports the child in all areas of their life.

Conclusion

Understanding the two main functions of behavior in ABA can significantly enhance the effectiveness of interventions. By recognizing how behaviors are driven by access to reinforcement and the need to escape aversive stimuli, behavior analysts can tailor their approaches to meet individual needs. This knowledge fosters positive behavior change through effective treatment plans, ensuring that interventions are both comprehensive and compassionate. Ultimately, embracing these principles leads to improved outcomes, allowing individuals to develop new skills and navigate social interactions in more acceptable ways.

At Divine Steps ABA, we help families understand the why behind behavior so progress feels clearer and more achievable. Serving Maryland, Virginia, and North Carolina, our team uses evidence-based ABA to identify the two main functions of behavior and apply strategies that support communication, emotional regulation, and positive daily routines. By focusing on function rather than surface behavior, we help children build skills that truly last. Reach out to Divine Steps ABA today to learn how our thoughtful, individualized approach can support meaningful growth for your child.

Frequently Asked Questions

Sources:

• https://www.behavior-analysis.org/
• https://www.simplypsychology.org/positive-reinforcement.html
• https://dictionary.apa.org/negative-reinforcement
• https://www.cde.state.co.us/cdesped/ta_fba-bip
• https://iidc.indiana.edu/irca/articles/observing-behavior-using-a-b-c-data.html