Core Concepts Review
Whether you are new to FBA or a seasoned professional, summer is an excellent time to revisit foundational concepts. This refresher reinforces the thinking patterns that drive effective intervention.
The Fundamental Question
Function-based thinking starts with a shift in perspective. Instead of asking "How do I stop this behavior?" we ask:
"What is this behavior doing FOR the student?"
Behavior that persists is behavior that works. Understanding what it achieves helps us teach more appropriate alternatives.
The Four Functions Reviewed
Attention (Social Positive)
Behavior produces attention from others - positive or negative
Signs: Occurs when attention is low; student looks at adults; stops when attention given
Escape (Social Negative)
Behavior removes or delays demands, tasks, or situations
Signs: Occurs during demands; stops when demand removed; rare during preferred activities
Tangible (Access)
Behavior produces access to items, activities, or privileges
Signs: Occurs when item restricted; stops when item given; specific to certain items
Sensory (Automatic)
Behavior produces internal reinforcement regardless of environment
Signs: Occurs across settings; consistent even when alone; provides sensory input
Writing Hypothesis Statements
A hypothesis statement synthesizes your assessment data into a testable prediction:
"When [antecedent/trigger], [student] engages in [behavior] in order to [function/consequence]."
Example Hypothesis
"When presented with independent reading tasks, Marcus engages in verbal refusal and putting his head down in order to escape the reading demand."
Matching Intervention to Function
| Function | Intervention Focus |
|---|---|
| Attention | Teach appropriate attention-seeking; provide attention for positive behavior; minimize attention for problem behavior |
| Escape | Teach appropriate break requests; modify task difficulty; provide breaks contingent on appropriate behavior |
| Tangible | Teach appropriate requesting; establish earning systems; do not provide items after problem behavior |
| Sensory | Provide appropriate sensory alternatives; enrich environment; teach replacement behaviors that meet sensory needs |
Function First, Always
The most common intervention mistake is selecting strategies without identifying function. A consequence-based approach without function identification is essentially guessing. Take time to understand the why before selecting the how.
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- All behavior serves a function - attention, escape, tangible, or sensory
- The same behavior can serve different functions for different students
- Function determines intervention - matching function to strategy is essential
- Hypothesis statements connect antecedent, behavior, consequence, and function
- Function-based interventions outperform consequence-only approaches
Ready to Transform Your Classroom?
See how Classroom Pulse can help you streamline behavior data collection and support student outcomes.
Download Function Identification GuideFree for up to 3 students • No credit card required
About the Author
Dr. Sarah Mitchell consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
Related Articles
The Four Functions of Behavior: A Complete Guide for Educators
Understanding WHY students behave the way they do is the foundation of effective intervention. Learn the four functions of behavior—attention, escape, tangible, and sensory—and how to identify them in your classroom.
How to Graph Behavior Data: A Visual Guide for Educators
Learn how to create clear, effective behavior data graphs for IEP meetings, progress monitoring, and data-driven decision making. Includes line graphs, bar charts, and trend analysis techniques.
Evidence-Based FBA & BIP Best Practices: The Complete 2025 Guide
Master the gold standard for Functional Behavior Assessments and Behavior Intervention Plans. Learn proper FBA methodology, function-based intervention planning, treatment fidelity requirements, and when to modify interventions for optimal student outcomes.