ABACAS Team / Uncategorized
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In an earlier post this year we touched on the four functions of behaviour being:
- Tangible (things)
(This is the link to the post in case you want to re-read it – https://www.childwellbeingcentre.net.au/abacas-team/functions-of-childrens-behaviour/
To expand on last week’s blog about the three term contingency, we’re going to talk about how we can reduce motivation for children to engage in problematic behaviours, specific to their function.
Functions of Behaviour
First things first. When starting a new intervention it always help when your child is eating well, sleeping and in good health. Sometimes this is where we need to start before we can change behaviours. However for this example, let’s assume everything is fine. Let’s look in the example below:
|Child is playing alone for 10 minutes with parent in room||Child throws object at parent.||Parent scolds child about importance of not throwing items.
|A child has been playing on an iPad for an hour, parent removes and gives demand “clean up your room”||Child throws tantrum||Parent withholds iPad, but does not follow through
How does knowing the function help us?
In each of these scenarios a child has engaged in problematic behaviour.
Let’s tackle problem one. In this instance a child was engaging in appropriate play behaviour for 10 minutes before they engaged in the problem behaviour. The problem behaviour resulted in parent delivering attention, where as the play behaviour did not. The prolonged period without attention creates a state of deprivation which increases the value of a reinforcer (in this case attention). This means a child is more likely to give responses that have previously resulted in attention being delivered.
To improve the behaviour in this example, we can look at catching the child being good. Delivering attention often enough (for the behaviours you want to see more of) will make it less likely that the problem behaviour occurs.
Problem two lets us see an example of satiation which reduces the value of a reinforcer. These parents may successfully be able to get their child to clean their room on a regular basis using a “first, then” instruction with the iPad. However in this instance the child had prolonged free access to the reinforcer, and so it has temporarily lost its value. When you are offering reinforcement you should check for value, not just assume it is what the child wants.
A large part of the what the team does is to identify the purpose of behaviour. One we understand that we can make effective changes.
Please feel free to contact me on 9274 7062 if you would like to know more about functions of behaviour and motivations or talk about our services.
Program Manager, ABACAS