Screaming, hitting, running off or refusing are not “random” behaviours. A behaviour usually has a function — it achieves something for the child. Understanding that function is the first step to responding well.
What happens before and after?
In behaviour analysis we use a simple model called ABC:
- Antecedent: what was happening? Was something asked of them? Did a favourite activity end?
- Behaviour: what exactly did the child do?
- Consequence: how did people around respond? What did the child get, or avoid?
Common functions of behaviour
- Getting attention.
- Escaping a hard task or situation.
- Getting something they want.
- An internal sensation that feels calming or enjoyable.
We don’t only ask “how do we stop this behaviour?” but “what does the child need, and how can we teach a better way to express it?”
Steps that help
- Prevention: adjust what happens before the behaviour, such as simplifying a task or warning the child before transitions.
- Teach an alternative: such as asking for a break or for help instead of screaming.
- Consistency: similar responses from everyone in the family.
If a behaviour puts the child or others at risk, such as self-injury, seek help from a professional as soon as possible.
