Supporting a Neurodivergent Teen: Understanding the Four Key Behavioral Aspects
In the day-to-day lives of parents and teachers, understanding and addressing challenging behaviors in neurodivergent teens and young adults is a crucial aspect of their work. By recognising the underlying functions of these behaviors, we can tailor our interventions effectively and create a more positive and supportive environment.
There are four main functions that drive human behavior: Sensory, Escape, Attention, and Tangibles.
Sensory (Automatic Reinforcement)
For some individuals, behaviors are maintained by the need for sensory stimulation. These behaviors occur because they feel good, relieve stress, or meet some sensory need. To address this, we can provide appropriate sensory input that meets the individual's needs in a safe way, such as sensory breaks, fidget tools, or calming activities. Supporting self-regulation helps reduce challenging sensory-seeking behaviors.
Escape (Avoidance)
Escape- or avoidance-maintained behaviors help individuals avoid or get away from an undesirable situation. Modifying tasks or environments to reduce aversive demands, using clear expectations and gradual exposure to difficult tasks, and teaching alternative communication or coping strategies are effective strategies to address these behaviors. Reinforcing compliance and providing breaks appropriately also helps decrease avoidance-driven behaviors.
Attention
Attention-maintained behaviors happen because of the social response or attention provided by others. Offering positive attention for appropriate behaviors and teaching socially acceptable ways to gain attention can help reduce the need for negative attention-seeking behaviors.
Access to Tangibles
Tangible-maintained behaviors occur any time an individual engages in a behavior to gain access to a preferred item or activity. Increasing access to desired items or activities through appropriate requests or communication, and teaching delayed gratification or exchange systems can help address these behaviors. Use reinforcement strategies that promote earning desired tangibles through positive behaviors.
Effective management involves understanding which function(s) maintain the behaviors to create individualized intervention plans. This process reduces frustration and improves communication by addressing the "why" behind the behavior, resulting in better cooperation and well-being for neurodivergent teens and young adults.
Collaborating with the learner, gathering support from others such as IEP team members or therapeutic service providers, and reinforcing positive behavior through acknowledgement and celebration are all important strategies in this process. Involving the learner in the problem-solving process helps them feel heard and have a say in their own behavior plans, increasing the likelihood they will follow through.
By understanding the function behind behaviors, we can build empathy, reduce frustration, and encourage positive coping strategies. Recognising that these behaviors often stem from a need for sensory stimulation, escape, attention, or access to tangibles can help us approach challenging situations with understanding and compassion.
Sources:
[1] Behavior Analyst Certification Board (2021). BACB® Behavior Analyst Certification Examination® (BCBA® Exam) Blueprint. Retrieved from https://www.bacb.com/wp-content/uploads/2021/02/BCBA-Exam-Blueprint-February-2021.pdf
[3] Schwartz, R. A., & Baer, D. M. (2006). Functional Behavior Assessment and Program Development. In Handbook of Autism and Pervasive Developmental Disorders (pp. 397-410). Springer, New York, NY.
Life skills and personal growth are integral components in education-and-self-development for neurodivergent individuals. By understanding the underlying functions of their challenging behaviors – sensory, escape, attention, or access to tangibles – we can tailor learning experiences to cater to their unique needs, fostering a positive and supportive environment that encourages resilience and promotes positive coping strategies.
