Whether it is screaming when a favorite toy is taken away, or dropping to the floor when told “no,” challenging behavior often is about communication. Challenging behavior may be communicating, “No,” “I need a break,” “Help me,” or “Be with me.”

How do we define challenging behavior so we know when to get extra help? Challenging behavior is repeated behavior that interferes with learning, activities, or social interaction with others. It can have negative long and short-term effects on children, including on learning, social skills, and academic and occupational success.

In deciding how to intervene with challenging behavior and what someone may be communicating, we must first determine the function of behavior – what is the purpose for that behavior, and what result does it achieve for that individual? Behavior analysts look into antecedents (what come directly before behavior), the behavior, and consequences (what happen directly after behavior) to determine a behavior’s function.

Once we know what challenging behavior may be communicating (its function), we are able to intervene! We then come up with Prevention Strategies, New Skills, and Consequence and Reinforcement Strategies. When challenging behavior is communication, there normally is a skill deficit that needs work. We systematically teach appropriate ways for communication so challenging behavior (e.g., hitting, kicking, screaming, yelling, tantrums) is not needed. Even with children who are typically developing and have more advanced verbal skills, planned instruction may be needed for appropriate communication.

Teaching communication is only one part of changing behavior – we also look at how to change the environment, encourage success through prevention strategies, and respond intentionally, so challenging behavior doesn’t occur.

Let us know if you need any help!

Ability ABA

Building strengths and skills across the lifespan

info@abilityaba.com