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Foundations of ABA
ABA in Practice
Programming
- Assessments & Measurement
- Behavior Change Procedures
Courses & Membership
- Course Catalog
- Master ABA Dojo Membership
Sign In

Generalization

Generalization: The Key to Meaningful Programming in ABA

The field of Applied Behavior Analysis offers an abundance of evidence-based teaching strategies, each with its own unique advantages and disadvantages. Which strategy you choose may directly impact your need to plan for generalization of skills taught.

Generalization: The Key to Meaningful Programming in ABA Read More »

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About the Author

Amelia Dalphonse is a Board Certified Behavior Analyst (BCBA). She achieved her Master’s in ABA from Ball State University in Muncie, Indiana. Her passion is helping children with autism and those who live and work with them. She has worked in this field since 2009 and strives to change the field of ABA to better respect the rights of the individual.

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Functions of Behavior

Understanding the function of a behavior is a cornerstone of Applied Behavior Analysis.

*All images are models, not individuals with autism.

Why does Julia grab a toy from her brother? Is it to gain access to the toy? Or maybe it's to access Mom's attention?

When you can identify the function of the behavior, you can limit reinforcement for the undesired behavior and work to teach a functionally equivalent replacement behavior.

This questionnaire is designed to help you consider when a behavior is most likely to occur. There are 9 groups of 6 possibilities. In each of the 9 groups, select the option that best describes the target behavior. The results will show you a likely function of the behavior. You can retake the questionnaire to see you you get the same results.

While questionnaires are a useful tool, they should supplement (not replace) other ABA strategies including collection ABC data.

Choose the option that most closely describes the behavior. Does the behavior often occur when you or others are busy with a task that doesn't include the learner? Does the behavior most often occur when someone is attending to the learner? Does the behavior often follow a demand to complete a task? Does the behavior most often occur when you say "no" to an item or activity? Would the behavior continue if the learner was left alone? Does the behavior occur when there are many people close by?

Choose the option that most closely describes the behavior. Do you or others ignore the behavior when it happens? Does the behavior occur if a favorite item is removed? Does the learner enjoy engaging in the behavior (i.e. it feels good)? Does the learner engage in the behavior during specific activities? Do you discuss why the behavior is not appropriate with the learner? Does the learner appear uncomfortable with their surroundings?

Choose the option that most closely describes the behavior. Do peers respond to the behavior (laugh, etc.) when the learner engages in the behavior? When engaged in the behavior, does the learner seem to be unaware of what is going on around them? Does the learner engage in the behavior most often when you or someone else interacts with them? Does the learner cover their ears or shut their eyes when they engage in the behavior? Do you or others use items or activities to motivate the learner to particpate? Does the learner engage in the behavior when presented with school work or a difficult task?

Choose the option that most closely describes the behavior. Do you or others avoid asking the learner to complete tasks to prevent the behavior? Do you or others avoid the behavior by giving unlimited access to an item or activity? Does the behavior most often occur when during "free" time? Do you or others allow the learner to spend time alone to prevent this behavior? Does the behavior most often occur when there are loud noises? Do you or others provide attention to avoid the behavior?

Choose the option that most closely describes the behavior. Does the learner stop engaging in the behavior when peers stop interacting with them? Does the behavior most often stop when you finish working with the learner? Does the behavior most often stop when the learner gets your attention? Does the behavior start when the learner finishes an activity then stop once they begin a new activity? Would the behavior stop if you gave the learner a favorite item? Does the behavior occur when tasting something new or unpleasant?

Choose the option that most closely describes the behavior. Is the learner usually given a break from tasks when engaged in the behavior? Does the learner engage in the behavior when a peer has something they want? Does the behavior occur when wearing clothes of a particular texture or fit? Does the behavior stop when the learner is alone? Does engaging in the behavior prevent the learner from participating in activities? Does the learner seem to try to annoy you or make you angry by engaging in the behavior?

Choose the option that most closely describes the behavior. Would the behavior continue for very long periods of time? Do you or others try to prevent this behavior by lowering expectations/demands of the learner? Do you or others try to prevent this behavior by keeping the learner engaged with an item or an activity? Do you or others try to calm the learner down when they're engaged in the behavior? Does the behavior occur when the lighting is very dim or very bright? Do peers leave the learner alone when they are engaged in the behavior?

Choose the option that most closely describes the behavior. Does the behavior happen most often during group activities? Do you or others redirect the learner when the problem behavior occurs? Does the behaivor occur when a highly preferred activity ends? Does the behavior occur when other people make physical contact? Does the behavior stop if you allow the learner to take a break? Does the learner seem compelled to engage in the behavior?

Choose the option that most closely describes the behavior. Does the behavior most often stop when you provide an item or activity? Is the problem behavior less likely to occur when sensory-stimulating activities are available? Does the behavior most often stop when you offer "free" time? Does the learner seem to enjoy time alone? Does the behavior occur when clothing does not fit as expected or is not on a particular way? Does the learner engage in the behavior only around specific people?

Click New Entry to begin. To update a record double click in the table or click one time and hit the Edit button (to pop up the data entry window).

To filter on a behavior, select the behavior name from the drop down (you may select multiple clients from the list). If you’re entering data for a new client you will need to refresh this page to update your filter options.

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Functions of Behavior

Understanding the function of a behavior is a cornerstone of Applied Behavior Analysis.

*All images are models, not individuals with autism.

Why does Julia grab a toy from her brother? Is it to gain access to the toy? Or maybe it's to access Mom's attention?

When you can identify the function of the behavior, you can limit reinforcement for the undesired behavior and work to teach a functionally equivalent replacement behavior.

While questionnaires are a useful tool, they should supplement (not replace) other ABA strategies including collection ABC data.