Gita Ma’am’s session with Foundation Course and Level 1 course (For Behaviour Support Staff):

Dr. Gita Srikanth led a wonderful session on understanding and managing challenging behaviours for children with autism on 22/8/24.

She explained the signs and symptoms of ASD very simply, using real examples.

She further emphasised that understanding the functions of behaviour is crucial for effectively addressing and managing behaviours. Behaviour functions refer to the purpose or reasons why individuals engage in specific behaviours. By identifying these functions, behaviour analysts can develop targeted interventions to address problematic behaviours and teach more appropriate alternatives.

The four main functions of behaviour as discussed are sensory stimulation, escape, attention-seeking, and access to tangibles. These functions help identify why a child is engaging in a particular behaviour and guide the treatment plan for problematic behaviours. It is important to note that these functions can vary from individual to individual, and a behaviour may serve multiple functions.

Escape

Individuals engage in escape behaviour to seek relief from demands or situations they find aversive.  This function is characterised by attempts to avoid or escape from challenging tasks, social interactions, or other sources of discomfort. To avoid or terminate unwanted situations, individuals may engage in escape behaviours such as tantrums, aggression, or withdrawal.

Attention-seeking behaviour

Attention-seeking behaviour revolves around individuals seeking social interaction and attention from others. They engage in behaviours to gain recognition, engage in conversation, or receive some form of attention from those around them .

Attention-seeking behaviours can range from excessive talking or interrupting to engaging in disruptive or challenging behaviors.Therapists focus on teaching individuals appropriate ways to seek attention and interact with others, promoting socially acceptable behaviours.

Access to tangibles

Access to tangibles involves individuals engaging in behaviours to obtain desired objects or activities. This can include behaviours like grabbing, reaching, or requesting items to fulfil their preferences or desires.Individuals may engage in challenging behaviours to gain access to specific toys, food, or activities. 

Sensory problems (automatic reinforcement)

Sensory stimulation, also known as sensory needs, occurs when individuals seek to experience pleasant sensations or replace discomfort. This function of behaviour is often observed in individuals who have sensory processing differences or sensory-seeking behaviours. By engaging in sensory-stimulating activities, individuals may be attempting to sensitise or desensitise in response to their sensory needs. Examples could include repetitive actions such as hand flapping, spinning, and head banging, among others.

Functional behaviour assessment

She also emphasised the importance of Functional Behavior Assessment (FBA), which is a process commonly used in behaviour therapy  to determine the underlying function of a behaviour.

FBA employs methods such as direct observation, interviews with parents and practitioners, and functional analysis to understand the antecedents and consequences of the behaviour.

By identifying the function of a behaviour, therapists can gain insight into why the behaviour occurs and develop targeted behaviour action plans to address the root cause of the behaviour and teach alternative skills.

The session was very engaging and enriching. The participants actively asked relevant questions and interacted with the facilitator.

 Author: Medha Dey | Training Academy Mentor