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Clinical Use: Hypothesized Functions
Hypothesized function(s): A target behavior may be used by a student for one or more reasons. Select the function or functions the target behavior appears to serve, and provide a statement of hypothesis that summarizes why the target behavior helps the student get something and/or avoid something in the environment. Hint: Behaviors that serve multiple functions often result in more sophisticated behavior plans. Consider a focus on the function or functions that are priority and most prominent.
Attention + Details: The target behavior is used by the student to draw attention (either “positive” or “negative”) to him- or herself, or to become the “focus” of a situation. Use the “Details” section to provide specifics regarding type and quality of attention the student seeks out using the target behavior, and a general hypothesis statement.
For example, “during unstructured social times while talking with peers, Ryan often makes inappropriate comments that include profanity and sexualized language in order to get the attention (i.e., emotional reactions) from his peers,” or “during structured lessons when no immediate staff or peer attention is provided, Lisa makes inappropriate noises (e.g., barking and other animal sounds) because staff will often provide verbal redirection, direct attention, and peers often laugh.”
Escape/Avoidance + Details: The target behavior is used by the student to avoid a task or activity, escape a consequence, or leave a situation. Use the “Details” section to provide specifics regarding tasks, consequences, or situations the student seeks to escape or avoid using the target behavior, and a general hypothesis statement.
For example, “during writing tasks, Caesar often ignores teacher instructions and refuses to follow directions, in order to avoid or escape the writing task,” or “during recess when peers are in close proximity to Alice, she will often hit or spit at the peers until they leave her alone, in order to escape or avoid non-preferred social interactions.”
Access + Details: The target behavior is used by the student to obtain a tangible object or activity. Use the “Details” section to provide specifics regarding type of tangible object or activity the student seeks out using the target behavior, and a general hypothesis statement.
For example, “during computer lab, Seth often does not follow staff directions and refuses to shut down his computer, in order to continue playing on the computer,” or “during snack time, Miguel will often scream and hit staff, in order to gain access to more food.”
Automatic + Details: The target behavior is used by the student to produce (or reduce) a physiological sensation or sensory response. Use the “Details” section to provide specifics regarding type of physiological sensation or sensory response the student seeks out (or tries to avoid) using the target behavior, and a general hypothesis statement.
For example, “during unstructured times, transitions, and when alone, Sam will often run to the light switch, turning it on and off repeatedly, in order to gain a sensory or physiological response,” or “across most daily activities, Alex will slap the left side of his face in order to reduce the pain associated with a severely abscessed tooth.”