Identifying Common Functions of Behavior RBT Study Guide

Identification of Common Functions of Behavior in Applied Behavior Analysis

• RBT Task List Connection: This technical overview covers content included in the Registered Behavior Technician (RBT) test content outline, specifically section D. One: Identify Common Functions of Behavior.
• Case Context: Kyle is a $7$ year old boy receiving in-home Applied Behavior Analysis (ABA) therapy. Jessica, his RBT, works with him and his family to develop skills aimed at making day-to-day life more comfortable and easier for the client.
• System Disruption Log: During the session, an error occurred with the following technical metadata:
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Case Study: Analyzing Kyle's Disruptive Screaming

• Target Behavior: Kyle screams at the top of his lungs whenever a garbage truck rumbles down his street.
• Observational Impact: The screaming startles his mother, Jessica (the RBT), and anyone else within earshot.
• Clinical Oversight: Sarah, the Board Certified Behavior Analyst (BCBA) overseeing Kyle's case, initiated an investigation to understand the "function" (the exact reason) for the behavior. The goal is to determine if Kyle is scared, excited, or responding to other stimuli in order to provide the most effective support.

The Four Proposed Hypotheses for Kyle's Behavior

Sarah proposed four potential possibilities to explain the screaming based on the primary functions of behavior:

• Sensory / Self-Stimulatory Reinforcement: Kyle might enjoy the internal sensation or the sound of his own screams. He may find it fun to attempt to match the specific pitch of the garbage truck as it performs backing-up maneuvers.
• Escape from Uncomfortable Stimuli: Kyle might find the loud, jarring noises of the garbage truck unpleasant. In this scenario, screaming serves as a functional request for his mother to provide ear covers to block out the noise.
• Attention Access: Kyle might be frightened by the truck and screams to solicit comfort from his mother in the form of hugs, reassurance, and physical proximity while the truck passes.
• Tangible Access: Kyle might be excited by the truck and wants to be closer to it. Screaming could be an attempt to get outside to touch the vehicle and feel the physical rumbling of the engine.

Data Collection and Functional Determination

• Methodology: Jessica and Sarah collected data by tracking what occurred immediately before the behavior (antecedents) and immediately after the behavior (consequences) to identify repeatable patterns.
• The Identified Pattern: Data showed that nearly every time the truck appeared and Kyle screamed, his mother responded with physical affection—hugs and kisses—and comforting words.
• Differential Exclusions:
  • The team rarely went outside (reducing the likelihood of a Tangible function).
  • The mother almost never utilized Kyle's ear covers (reducing the likelihood of an Escape function).
• Conclusion: The team determined that the behavior's primary function was likely seeking Attention from his mother.
• Intervention and Outcome: Kyle was taught specific signs and words to request attention functionally. Once the mother provided more attention for these appropriate signs than for screaming, the frequency of the screaming decreased. This improved Kyle's social communication and overall happiness.

The SEET Acronym: The Four Primary Functions of Behavior

In Applied Behavior Analysis, the acronym SEET is used to remember the four primary functions of behavior:

• Sensory ($S$): Also known as Automatic Reinforcement. The behavior itself provides physiological stimulation or is self-soothing. It does not rely on an external reaction from others.
  • Transcript Example: A child rocking back and forth because it feels calming or good.
  • Additional Example: A person tapping their fingers because it is soothing.
  • Additional Example: Hand flapping.
• Escape ($E$): The behavior functions to avoid, delay, or escape a task, demand, or unpleasant stimulus.
  • Transcript Example: A student leaving their seat or shouting in class to avoid completing difficult classwork.
  • Behavioral Mechanism: Acts as Negative Reinforcement because it increases the behavior by helping the individual avoid something unpleasant.
• Attention ($A$): The behavior is engaged in to gain a reaction or social interaction from others, such as parents, teachers, or peers.
  • Transcript Example: A child calling out or engaging in disruptive behavior to get a teacher's attention.
  • Behavioral Mechanism: Acts as Positive Reinforcement.
• Tangible ($T$): The behavior occurs to gain access to a specific item, activity, or treat.
  • Transcript Example: A child crying to get a toy or a snack.
  • Behavioral Mechanism: Acts as Positive Reinforcement.

Environmental Impact and Reinforcement Principles

• Learned Behavior: Research indicates that all behaviors (both desirable and undesirable) are learned and maintained by the effects they have on the environment and how others respond to them.
• Examples of Environmental Reinforcement:
  • Good Habits: Handwashing is maintained because of the positive reactions or outcomes in the environment.
  • Challenging Behaviors: Yelling is reinforced by the specific reactions it receives.
• The Goal of Behavior: Behavior typically continues because it allows an individual either to get something they want or avoid something they do not like.
• Functions as Reinforcers: The functions of problem behaviors actually serve as the reinforcers that increase the frequency of that behavior.
  • Positive Reinforcement: Access to attention, tangible items, or soothing sensory stimulation.
  • Negative Reinforcement: Avoiding a non-preferred activity or stimulus.

The Professional Relationship of RBTs and BCBAs

• The Role of the RBT: Knowing the common functions of behavior is critical for an RBT. It allows them to recognize why a behavior is occurring and respond in a way that supports positive behavioral change.
• Supervision: RBTs follow specific strategies developed by their BCBA supervisor to reduce challenging behaviors and promote functional skills.
• BCBA Responsibilities: The BCBA analyzes behavior patterns and designs the interventions that the RBT implements.
• Collaborative Goal: The essential role of the RBT, under guidance, is helping individuals achieve behavior change that is healthier and aligned with the client's specific life goals.