• Behavior is Functional
     
    The primary principle of function-based behavior support is that people act the way they do for a reason. That is, most behavior is functional: it serves a purpose. The function of the behavior may be to obtain something the person wants, to generate adult or peer attention, or to escape from an aversive situation or person. The results or consequences of behavior affect the future occurrence of behavior.
     
     
     Problem Behavior
                                       first level
          Get/Obtain
          Something
    Avoid/Escape
    Something 
     
                           second level
    Stimulation/
    Sensory
     Social
    Tangible/
    Activity
     
                                  level 3
     Adult  Peer
     
    A behavioral intervention has two primary goals: reduce problem behavior and increase appropriate behavior. There are at least three means to meet these goals:
     
    1. Make the problem behavior irrelevant. Decrease or eliminate the need to engage in the behavior.
    2. Make the problem behavior inefficient. Provide the child with a replacement behavior that serves the same function as the inappropriate behavior.
    3. Make the problem behavior ineffective. Do not allow the child to obtain what he or she wants through inappropriate behavior.  
     
    Crone, D. & Horner, R. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavior Assessment 
     

     
    To assist teams with developing function-based behavior plans,
      the VBISD Behavior Committee has compiled several interventions by the functions they serve.