Imagine walking into a meeting with a specialist who promised they could explain why your neurodivergent teen or young adult learner behaved in specific ways. For some parents and teachers that might feel like winning the lottery!
When the specialist begins, they state simply, “All human behavior, including your child’s, can be described by one of the four functions of behavior.”
“Really?!? Just four things?” You skeptically question the specialist. There’s no way it could be that easy.
While it may seem like an oversimplification, specialists (including behavior analysts) often describe human behavior in terms of four primary functions. These functions provide a framework for understanding why individuals, including neurodivergent teens and young adults, behave in certain ways. These fundamental yet nuanced functions provide insight into why our teens and young adults behave in certain ways—whether it’s to avoid something, gain attention, get access to something they want, or because it feels good or helps them self-regulate.
For parents and teachers of neurodivergent teens, knowing about these functions can make a significant difference in how you respond to challenging behaviors and build stronger connections with your teens. Understanding these functions can also help in addressing challenging behavior effectively.
In this post, we’ll break down the four functions of behavior and explore how they appear in everyday situations. This includes scenarios like skipping chores, procrastinating on homework, or struggling with communication challenges such as talking back. Lastly, we’ll share practical strategies you can use to help your learner thrive (and possibly help understand your own behavior a bit better as well!)
Click here for the TL;DR version.
Two Things to Know About Behavior
Before we begin to tease apart the functions, let’s first level set on two specific items that are foundational to understanding the four functions of behavior.
First: Behavior is observable and measurable.
The functions of behavior aren’t particularly helpful in addressing concepts like ‘feeling depressed’, ‘laziness’, or ‘negative thinking’ that can’t be observed. We can observe and measure behaviors associated with these concepts though, like little or no appetite, excessive sleeping, or watching television instead of completing math problems.
The second principle: Behavior doesn’t happen randomly—it’s always motivated by a specific purpose and tends to follow recognizable patterns, often influenced by antecedents and consequences. If we can’t agree that there are patterns in behavior and instead all behavior happens out of random chance, there’s little usefulness in really any type of education or intervention.
Once we agree on these two basic assumptions, let’s now explore the four functions.
What Are the Four Functions of Behavior?
An easy way we like to use to describe the four functions of behavior is, using the acronym “SEAT”
S – sensory stimulation
E – escape
A – attention
T – tangibles

S – Sensory (Automatic)
The first function of behavior we’ll discuss are behaviors maintained by sensory stimulation. Behaviors that function to obtain sensory stimulation occur because they feel good, relieve stress, or meet some sensory need that an individual has. These behaviors are automatically reinforcing to the individual.
This type of behavior is often referred to as automatic reinforcement because the behavior itself provides the reinforcement without any external input.
Some examples of Sensory (Automatic) Behaviors:
- Twirling hair on your finger while driving
- Rocking, pacing, or tensing up muscles in the face or hands
- Seeking out textures, sounds, or specific strong smells
- “Rough-housing,” crashing into things, or bumping into others
- Repeating actions, like spinning in a chair or tapping a pencil
This is just a small list of the many thousands of ways we see teens and young adults engage in sensory or automatically reinforced behaviors. These behaviors occur in all environments and, while they are generally not primarily socially-driven, they can still be influenced by social context in some cases. Sometimes, you might hear an educator or behavior analyst use the term “automatic” to describe these types of behaviors, because the behavior itself is enjoyable, comforting, and automatically reinforcing to the individual.
Why It’s Important for Neurodivergent Individuals
Behaviors maintained by sensory stimulation are a common topic for children and adults with various forms of neurodivergence, including autism, ADHD, and sensory processing differences. Some individuals engage in higher rates of self-stimulatory behaviors or ‘stimming’ than others, which can in some cases, impact their learning in other areas. We’ll discuss more about sensory behaviors
E – Escape Maintained Behaviors
The “E” in our acronym “SEAT” stands for escape. The second function of behaviors are those known as escape- or avoidance-maintained behaviors. Exactly as the word describes, these behaviors help us escape, delay, or avoid an undesirable thing from occurring in the environment. When a child engages in escape behaviors, they are actively trying to avoid or get away from an unpleasant situation.
These behaviors also tend to have a social component, usually occurring in response to a specific person, event, or a request to perform an activity. A child learns avoidance behaviors through repeated experiences where escaping a task provides relief or a more desirable outcome.
Some examples of Escape Maintained Behaviors
Parents and teachers may be all too familiar with escape maintained behaviors as they are commonly the most challenging to address with teens and young adults.
- Leaving the classroom when asked to work on an assignment
- Arguing about completing chores
- Stall tactics (organizing, making a snack, sharpening a pencil) instead of starting homework
- Whining about eating vegetables.
- Leaving the room to end a difficult conversation
These are all examples of behaviors used to get out of or avoid doing something undesirable.
Note that not all escape maintained behaviors are inherently “bad” or “wrong.” Putting on sunglasses to escape the brightness when we step outside. Taking a shower after the gym to avoid smelling badly. There are thousands of different behaviors we engage in to escape or avoid things that help us adhere to social norms.
Why It’s Important for Neurodivergent Individuals
Understanding the function of escape is especially important for neurodivergent individuals because outsiders may label avoidance behaviors as “defiance” or “laziness,” rather than examining the learning history that contributes to the behavior. Tasks that may appear straightforward to some—like starting homework, engaging in social interactions, or completing household chores—can feel overwhelming due to executive functioning difficulties, sensory sensitivities, or anxiety.
When parents and teachers recognize that escape behaviors can be a way of communicating distress, they can respond with support rather than further adding on aversives. And by addressing the root cause of escape behaviors, neurodivergent teens and young adults can learn healthier coping mechanisms, build resilience, and gain confidence in managing challenges.
A – Attention Maintained Behaviors
Next let’s talk about the “A” in SEAT, otherwise known as attention-maintained. Whether it’s saying ‘hello’ when you greet another person or it’s telling a joke to a group of friends, behaviors maintained by attention happen because of the social response or attention provided by others.
In classroom settings, a student might engage in disruptive behavior to gain peer attention, such as making jokes to get classmates to laugh.
These behaviors can create barriers to social connection.
Understanding the role of peers in shaping behavior can help in developing strategies to teach more appropriate social interactions.
Some examples of attention maintained behaviors
- Interrupting conversations to draw focus back.
- Telling a joke loudly in the classroom to get classmates to laugh
- Repeating a behavior, even after being told to stop, to keep someone engaged.
- Exaggerating stories to hold other’s attention
- Filming dangerous stunts, pranks or impulsive behaviors to post for others on social media
Why It’s Important for Neurodivergent Individuals
For neurodivergent individuals, attention-maintained behaviors are highly person-specific. They’re sometimes called “attention-seeking” or “attention-needing” behaviors, as they often occur when difficulties with communication or executive functioning create barriers to social connection.
T- Tangibles
The final function of behavior in our SEAT acronym is tangibles. Access to a tangible item or activity drives many human behaviors, especially when that item is of high value or in short supply. Tangible seeking behaviors occur any time we engage in a behavior because we desire something or want to continue something we enjoy.
Children often engage in specific behaviors to gain access to preferred items or activities.
Children may struggle with delayed gratification or transitioning away from them.
This behavior is often seen when children are seeking access to something they highly value.
Some examples of behaviors maintained by access to tangibles
Behaviors maintained by access to tangibles are often some of the clearest for caregivers and teachers to identify:
- going to work in order to access a paycheck
- asking politely to use the iPad
- begging a parent for the car keys to go out with friends
- Arguing or shoving a caregiver’s hand away when asked to turn over their phone or game controller when time limits are enforced.
Why It’s Important for Neurodivergent Individuals
Understanding tangible-maintained behaviors is crucial for parents and teachers because they can significantly impact the behavior of neurodivergent learners. Teens and young adults can have particular objects that become highly preferred like a favorite device, snack, or hobby and may struggle with delayed gratification or transitioning away from them.
Without recognizing this function, adults might mistakenly view these behaviors as “defiance” or “entitlement” rather than a difficulty with flexibility or emotional control
By identifying when a behavior is driven by a desire for tangibles, parents and teachers can support autonomy by setting clear expectations and encouraging negotiation and patience. They can also foster decision-making skills in a way that respects the learner’s agency. This understanding also helps prevent power struggles, as adults can use proactive strategies—such as visual schedules, choice-making opportunities, and reinforcement systems—to help teens manage their wants in a more balanced way.
Combined Functions – When It’s Not Always Clear Cut
As we learn more about neurodivergent individuals, behavior analysts and learning theorists better understand that there’s often a synthesized function –or multiple variables that play into a teen or young adult’s behaviors.
According to Dr. Gregory Hanley, a professor and behavior analyst,
“There are very few situations in which children engage in problem behavior to terminate some ongoing mundane interaction such as academic instruction only to remain motionless and inactive, satisfied with the relief associated with the negative reinforcement. Most children we serve, as well as most of us, escape not only from things but also to things.”
Caregivers must recognize that while the four functions are informative in helping us create systems to support behavior change, there’s nuance to consider. Identifying the underlying function of a behavior can help in creating more effective intervention strategies. The following are some examples of how functions can combine in situations of problem behavior:
- Avoiding Homework to Gain Screen Time (Escape + Tangible) – A teen delays starting their homework by arguing with their parents. Eventually, they “need a break” to calm down and end up watching YouTube or playing video games instead. The behavior allows them to escape work and access a preferred activity.
- Skipping Class to Hang Out with Friends (Escape + Attention) – A student frequently asks to go to the nurse’s office during a difficult class but instead meets up with friends in the hallway. They’re escaping an unpleasant situation while also gaining social interaction.
- Arguing About Bedtime to Stay Up and Play Video Games (Escape + Tangible + Attention) – A young adult resists a healthy bedtime by complaining, negotiating, or having an emotional outburst. Their parents engage in a lengthy discussion (providing attention), and they ultimately get extra time on their device (tangible) while avoiding sleep (escape).
Practical Function-Based Strategies for Parents and Teachers
So now that you know about SEAT and the four primary functions of behavior, you might be wondering ‘why is this so important?’ or ‘why do behavior analysts care so much about function?’
Understanding the four functions of behavior is only the first step—what truly makes a difference is understanding how to respond effectively. When parents and teachers recognize why their neurodivergent learner is engaging in a certain behavior, they can provide better support and guidance.
Effective behavior management involves understanding the functions of behavior and applying consistent strategies across different settings.
Here are five steps to help explore and identify your learner’s behaviors:
Identify the Function
Before addressing a behavior, it’s crucial to determine why it’s happening.
Begin by observing patterns such as when, where, and with whom the behavior occurs as these can reveal important clues. Does your teen avoid homework because it’s too difficult (escape)? Do they interrupt conversations to gain attention?
Keeping a simple behavior log or jotting notes in your phone calendar can help identify triggers and trends.
If a particular behavior is a cause for concern, understanding its function can help in developing appropriate interventions. Functional Behavior Assessments (FBA) are commonly used to determine the underlying function of a behavior. These assessments involve gathering data on when, where, and why a behavior occurs to create targeted strategies for support.
Additionally, open communication with the teen is essential. Instead of assuming motives, just ask. Questions like, “What’s making this task hard for you?” or “What would make this easier?” or “Tell me what happens when you ____,” can be highly informative. Start by creating a nonjudgmental space for conversation can provide deeper insight into their experiences.
For a free set of data sheets that can be used for observing and charting behaviors (and helping you to identify the function of behavior), check out our .pdf download here:
Provide Alternatives
Once the function is clear, the next step is teaching and modeling alternative behaviors that serve the same purpose in a more appropriate way.
By understanding the motivations behind certain behaviors, parents and teachers can provide more effective alternatives.
If a teen frequently escapes difficult tasks by chatting with others, help them break work into smaller steps or offer scheduled social breaks. If they seek attention through disruptions, encourage them to use a signal (like raising a hand or texting a parent) to ask for interaction in a respectful way.
For tangible-seeking behaviors, consider setting up clear guidelines around access. Instead of giving into demands, implement a structured system where they can have access at specific time intervals regardless of behavior or systems where they can earn preferred activities or items through appropriate actions.
The key is to replace the problem behavior with a functional and acceptable alternative that still meets their needs.
Reinforce Positive Behavior
Acknowledging and celebrating small wins can significantly impact a teen’s willingness to adopt new behaviors. Instead of focusing only on what they did wrong, highlight what they did right. A simple “I noticed you took a break instead of shutting down!” can reinforce their efforts and build confidence.
Using positive reinforcement can help in encouraging and maintaining desired behaviors.
Reinforcement doesn’t have to be material rewards; it can include verbal praise, extra free time, or taking a chore or two off the to-do list for the day. The goal is to make positive behaviors feel just as rewarding—if not more—than the challenging behaviors they replace.
Collaborate with Your Learner
Finally, involve your teen or young adult in the problem-solving process. Rather than dictating rules, work together to create strategies that feel fair and manageable. Collaborating with the learner helps to develop strategies that are more likely to be effective and sustainable. Ask, “What would help you stay focused during homework?” or “How can we make chores easier for you?” When learners feel heard and have a say in their own behavior plans, they’re more likely to follow through.
Gather Support from Others
Before you begin tackling the functions of your teen’s behaviors on your own, it can also be helpful to rally support from others on your learner’s care coordination team. Find out the IEP team or other therapeutic service providers are already targeting specific behavior functions. Perhaps some of these professionals may have already identified strategies and resources that were helpful in one setting that could be generalized to another area of your child’s life. Reaching out to professionals with experience in coaching can provide valuable insights into behavior patterns. This support may include additional assessments and resources to help guide your child’s growth and development.
Understanding the function behind behaviors such as aggression can help in creating effective intervention plans.
By identifying the function behind behaviors, providing alternatives, reinforcing positive actions, and collaborating with teens, parents and teachers can create an environment where neurodivergent individuals feel supported and empowered. Instead of just managing behaviors, these strategies help build long-term skills for self-regulation, communication, and independence.
TL;DR (Too Long, Didn’t Read)
All behavior has a purpose, explained by the four functions of behavior:
- S (Sensory): It feels good or helps regulate sensory input.
- E (Escape): Avoiding something unpleasant or stressful.
- A (Attention): Getting noticed by others.
- T (Tangibles): Gaining access to preferred items or activities.
Understanding these helps parents and teachers better respond to behaviors like avoiding chores, procrastination, or emotional outbursts.
Instead of labeling behaviors as “lazy” or “defiant,” knowing the function helps build empathy, reduce frustration, and encourage positive coping strategies.
Key strategies include:
- Identifying the behavior’s purpose through observation and open dialogue.
- Teaching alternative, positive behaviors.
- Reinforcing good choices.
- Collaborating directly with your teen or young adult.
- Working with support teams like IEP providers and therapists for consistent care.
Understanding behavior functions creates a supportive environment where neurodivergent learners feel valued and capable.
Frequently Asked Questions
What are the four main functions of behavior?
While many frameworks exist, behavior analysts commonly categorize behaviors by their function: Sensory, Escape, Attention, and Tangibles. Each category represents the underlying reason for the behavior.
How do I identify the function behind a behavior?
Observe when, where, and how often the behavior occurs, and note what happens right before and right after. This helps you see patterns, triggers, and outcomes, revealing the likely function.
Why is understanding these functions important for neurodivergent individuals?
Many neurodivergent teens and young adults have unique challenges. Knowing the function of their behaviors helps parents and teachers tailor strategies that reduce frustration, build skills, and foster meaningful connections.
What if a behavior serves multiple functions at once?
Some behaviors combine motivations—for example, escaping a task (escape) while also gaining a preferred item (tangible). Recognizing multiple functions allows for more accurate interventions.
How do I effectively respond to escape-maintained behaviors?
Offer reasonable alternatives, like breaking tasks into smaller steps or providing planned breaks. Reinforce the use of these positive alternatives rather than simply reprimanding the behavior.
Do these four functions apply to adults, too?
Yes. The functions of behavior extend beyond childhood. Adults also engage in behaviors for sensory input, escape, attention, or tangible outcomes; understanding this can improve self-awareness and relationships.
How do these functions relate to executive functioning challenges?
When executive functioning skills are limited, tasks may feel overwhelming, leading to escape or attention-seeking behavior. Recognizing the function can guide more targeted supports for organization, planning, and emotional regulation.
Can you use strategies for more than one function at the same time?
Yes. Many interventions can address multiple functions simultaneously, such as providing structured routines for escape while also offering positive attention and clear ways to request tangibles.
How can parents and teachers collaborate on behavior strategies?
Consistent communication is key. Share observations, track progress using simple data sheets, and work with relevant professionals (IEP teams, coaches, or therapists) to maintain a unified support approach.
Further Reading
- Explore Executive Functioning Coaching
- Gregory Hanley – Why synthesize contingencies in a functional analysis?
- Life Skills Advocate – Executive Functioning Skills 101: Flexibility
- Life Skills Advocate – Emotional Control