Function Identification Worksheet

Use this worksheet to practice identifying behavior functions. Refer to Behavior Functions Overview Handout for definitions of Escape, Attention, Sensory, and Tangible functions.

Part 1: Identify Function

Scenario 1:
Child is asked to start homework but refuses, drops pencils, and says “I can’t do this!” before leaving the desk.

1. Likely Function: ______
   
   
   
2. Rationale:
   
   
   
   
   
   

Scenario 2:
During family dinner, the child repeatedly interrupts conversations, calling out “Mom, look at me!” despite being told to wait.

1. Likely Function: ______
   
   
   
2. Rationale:
   
   
   
   
   
   

Scenario 3:
While waiting in line, the child rocks back and forth and hums quietly, seeming focused on the motion rather than the wait.

1. Likely Function: ______
   
   
   
2. Rationale:
   
   
   
   
   
   

Scenario 4:
After being told “no” to more screen time, the child cries loudly and screams until given the tablet.

1. Likely Function: ______
   
   
   
2. Rationale:
   
   
   
   
   
   

Part 2: Real-Life Application

1. Describe a challenging behavior you’ve observed in your child or student:
   
   
   
   
   
   
   
   
   
   
   
   
2. Identify the most likely function of this behavior:
   
   
   
   
3. Explain your rationale:
   
   
   
   
   
   
   
4. What strategy will you try to support positive change?
   
   
   
   
   
   
   

Behavior Functions Overview Handout

Children often use behaviors to communicate a need or avoid an unpleasant situation. In applied behavior analysis, we call the purpose behind a behavior its function. By identifying whether a behavior serves to escape, gain attention, satisfy a sensory need, or access something tangible, you can choose more effective responses that support positive change.

What Is a Behavior Function?

Every behavior—even challenging ones—happens for a reason. Rather than seeing misbehavior as simply “naughty,” understanding its function helps us:

• Respond consistently and calmly
• Prevent the behavior from occurring again
• Teach alternative, more acceptable ways to meet the same need

The Four Primary Functions of Behavior

1. Escape (Avoidance)

Definition: The child engages in a behavior to get out of or delay an unpleasant task, demand, or situation.

Common Triggers:

• Difficult or boring tasks (homework, chores)
• Transitions between activities
• Requests or instructions from adults

Everyday Examples:

• Dropping school supplies and walking away when homework starts
• Tantrums at bedtime to avoid going to sleep

Data Tip: Note what was asked or expected right before the behavior began (the antecedent).

2. Attention

Definition: The child uses behavior to gain social interaction or a reaction from others.

Common Triggers:

• Feeling ignored or bored
• Long periods without adult or peer interaction

Everyday Examples:

• Interrupting a conversation by shouting “Look at me!”
• Calling out repeatedly in class to get the teacher’s focus

Data Tip: Record who responded (parent, teacher, sibling) and the form of attention (verbal praise, scolding, laughter).

3. Sensory (Automatic Reinforcement)

Definition: The behavior itself provides pleasing sensory input or relieves discomfort, independent of adults’ reactions.

Common Triggers:

• Overstimulating or understimulating environments
• Physical discomfort (itchy clothes, loud noises)

Everyday Examples:

• Rocking, humming, hand-flapping for self-soothing
• Chewing on clothing or nonfood items to get oral sensory feedback

Data Tip: Note environmental conditions (noise level, lighting) and what the child was doing or wearing before the behavior.

4. Tangible (Access to Items/Activities)

Definition: The child behaves to obtain a desired object, activity, or privilege.

Common Triggers:

• Denied requests ("Not now," "You’ll have to wait")
• Restricted access to preferred toys or electronics

Everyday Examples:

• Crying and screaming until handed a tablet or snack
• Hiding a toy so the parent will chase and retrieve it

Data Tip: Track exactly what the child requested and whether access was granted or delayed.

Tips for Collecting Useful Data

• Use ABC Recording: Note the Antecedent (what happened before), the Behavior, and the Consequence (what happened after).
• Be objective: Record facts (times, settings, actions) rather than interpretations.
• Look for patterns: Compare data across days, times, and locations.
• Keep notes brief and consistent: A simple chart or checklist works best.

Use this handout to guide your observations and then practice applying your insights with the Function Identification Worksheet. Understanding the function is the first step toward effective, positive change in your child’s behavior.

Behavior Case Study Cards

Instructions: Each group selects one card. Read the scenario and answer the prompts below for your assigned case study.

Card 1: Homework Refusal

Scenario: When asked to begin homework after school, the child pushes away papers, sighs loudly, and leaves the table. These behaviors continue until the parent postpones the task.

1. Likely Function: ______
   
   
2. What data would help confirm this function? ______
   
   
3. What strategy could the parent use to support completion of homework? ______
   
   
   

Card 2: Seeking Attention at Dinner

Scenario: During family dinner, the child repeatedly interrupts adults by shouting “Look at me!” and telling jokes until everyone focuses on them.

1. Likely Function: ______
   
   
2. What data would help confirm this function? ______
   
   
3. What strategy could the parent use to address this behavior? ______
   
   
   

Card 3: Self-Soothing in Line

Scenario: While waiting in a long line at the store, the child rocks back and forth and hums quietly, seeming to focus on the motion more than the wait.

1. Likely Function: ______
   
   
2. What data would help confirm this function? ______
   
   
3. What strategy could the parent use to support the child? ______
   
   
   

Card 4: Tablet Tantrum

Scenario: After being told “no” to extra screen time, the child cries, screams, and throws the tablet until the parent allows more time.

1. Likely Function: ______
   
   
2. What data would help confirm this function? ______
   
   
3. What strategy could the parent use to manage this behavior? ______