Understanding the Functions of Behaviour: A Guide for Parents

As parents, we often find ourselves wondering why our children behave the way they do. Whether it’s tantrums, defiance, or withdrawing, every behaviour serves a purpose. Understanding the function behind your child’s behaviour can help you respond in a way that supports their needs and encourages positive change.

In behavioural science, there are four main functions of behaviour: attention, escape, access to tangibles, and sensory stimulation. Below, we’ll explore each function and provide strategies on how to respond effectively.

1. Attention-Seeking Behaviour

What It Looks Like: Your child may whine, interrupt, act out, or even engage in inappropriate behaviour to get your attention—positive or negative.

How to Respond: When kids act out for attention, it's because they’ve learned that any reaction—even a frustrated one—keeps them in the spotlight. Research shows that (planned) ignoring the behaviour while reinforcing positive attention-seeking can help.

Try:

Ignoring undesired attention-seeking behaviour (if it’s safe to do so) and providing attention when they engage in positive behaviours.
Teaching alternative ways to get attention, like using words or engaging in cooperative play.
Scheduling regular quality time so they don’t feel the need to act out just to be noticed.

2. Escape or Avoidance Behaviour

What It Looks Like: Your child may refuse to do homework, throw a tantrum to avoid chores, or run away from a situation that feels overwhelming.

How to Respond: Avoidance behaviours usually mean a child feels overwhelmed or unsure about what’s expected. Breaking tasks into smaller steps and giving choices can make a big difference.

You can:

Set clear and consistent expectations so they know what’s required and why.
Use a ‘first-then’ approach. For example, “First, finish your homework, then you can play outside.”
Break tasks into manageable steps to make them feel less overwhelming and give your child a sense of control.

3. Access to Tangibles (Objects or Activities)

What It Looks Like: Your child may cry, grab, or demand a toy, snack, or screen time when they want it.

How to Respond: Kids quickly learn what works to get what they want. Instead of giving into demands, teaching patience and proper ways to ask is key.

To help:

Teach appropriate ways to ask for what they want, such as using words or sign language.
Use a reinforcement system to encourage patience and turn-taking.
Stay consistent. If you say “no” to a demand, stick to it—but praise them when they ask appropriately next time.

4. Sensory Stimulation (Self-Stimulation or Self-Soothing)

What It Looks Like: Your child may rock, bite their nails, spin in circles, hum, or engage in repetitive behaviours because it feels good or helps them regulate their emotions.

How to Respond: Some kids engage in repetitive behaviours because it helps them calm down or feel in control. Instead of trying to stop the behaviour completely, offering alternative ways to meet their sensory needs can help.

You can:

Figure out if the behaviour is harmful. If it’s not, allowing it may be okay as a self-regulation tool.
Provide sensory alternatives like fidget toys, weighted blankets, or movement breaks.
Encourage other calming techniques that meet their sensory needs in a way that works for them.

Final Thoughts

Every child is different, and so are the reasons behind their behaviours. When you understand what’s driving a behaviour, you can respond in a way that meets their needs instead of just reacting in the moment. With patience, consistency, and positive reinforcement, you can help your child develop better ways to express themselves and navigate their world.

References

Peterson, S. M. P., Derby, K. M., Berg, W. K., & Horner, R. H. (2002). Collaboration with families in the functional behavior assessment of and intervention for severe behavior problems. Education and Treatment of Children, 25(1), 5–25. https://www.jstor.org/stable/42900513

Carr, E. G. (1994). Emerging themes in the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 27(2), 393–399. https://doi.org/10.1901/jaba.1994.27-393