Functional Thinking for Managing Challenging Behavior

Abstract

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.

Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools

“…In some training institutions, PBIS and evidence-based practices are included in preservice teacher classroom management courses, but these typically compete for space with classroom management approaches and models, both evidence- and non-evidence-based (O’Neill & Stephenson, 2014). Important tasks, such as including behavioral function into teaching strategies (Allday, 2018), require a broader agreement among universities, teacher accreditation authorities, and educational administrators.…”

Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior

“…Across the continuum of behavioral support, a general function-based logic can be applied to data-based decision making by considering who is displaying the behavior, what is the behavior of concern, where and when the behavior is and is not observed, who else might be involved, and why might the behavior be occurring (function). When a function-based behavioral approach is applied to all students, the specialized and intensive nature for supports for students with challenging behavior is augmented and enhanced (Allday, 2018).…”

Special Considerations for Using Functional Behavior Assessment and Functionally-Indicated Interventions With Students in Alternative Educational Settings

“…Functional thinking is one approach that maximizes the benefits of the FBA process without requiring staff to conduct an FBA and is a unique concept to most AE practitioners, regardless of discipline (Sprague, Jolivette, & Nelson, 2014). Functional thinking is the process of understanding why a target student is engaging in appropriate behaviors so that behavioral interventions can be used to decrease inappropriate behaviors and increase appropriate ones (Allday, 2017). This process, that has been the central theme of this issue of Beyond Behavior, involves educating staff and teachers on the various functions of behavior as well as basic assumptions of behavior (i.e., behavior is purposeful, related to context, and can be changed if new behaviors are taught).…”

“…This process, that has been the central theme of this issue of Beyond Behavior, involves educating staff and teachers on the various functions of behavior as well as basic assumptions of behavior (i.e., behavior is purposeful, related to context, and can be changed if new behaviors are taught). Functional thinking is not a replacement for a more formal FBA/BIP process, but if adults working at the facility can begin to notice patterns of behaviors and identify potential maintaining functions, they can use this information to adjust their practices, both antecedent and consequence (Allday, 2017). Functional thinking is an approach that many of the facilities we have supported have adopted.…”