The first thing to remember is that all behavior is a form of communication. We need to understand why the behavior is occurring and respond to it. The behavior is serving some kind of function, some purpose for the child. It may be that the child is physically uncomfortable and has no other way of telling us about it. It may be that that the child's medication needs to be changed. It may be very pleasurable to the child. The child may be trying to cope with changes in their routine. The child may have learned that the behaviors bring pleasurable results.

A functional behavior analysis will help to identify the cause of behaviors. It looks at all the things in the environment that happen at the time of the behavior. It describes the behavior. It identifies the events, times, and situations that happen just before, during and after the behavior. Questions to ask in a functional analysis are:

Does the child know any other way to act?
Is there something that the child doesn't understand?
Is the child afraid of something?
Does the child want attention?
Are there any physical problems?
What medicine is the child taking and what time was it given?
Is the child trying to get out of something?
Is the behavior fun?
Is there a problem with any particular person?
Is there a problem with the activity?
Does the child need more or less support?
What time of day does the behavior occur?

This cartoon is a representation of an actual story. A child was exhibiting behaviors that had become difficult to handle. He would not go into the classroom. A behavior specialist was called in to set up a behavior modification program.

By doing a functional analysis, it was determined that the reason for the behavior was a sensory problem. The child thought the black rug in the doorway was a hole and was afraid that he was going to fall into it. After the rug was removed, the behaviors stopped. Additionally, the child helped to wash, dry and put the rug back. Then the child knew it was not a hole. Illustrations by Ronald Earl Roe

The functional analysis should be performed several times to get an accurate idea of what influences the behavior. The assessment can be informal or formal. There are charts available or you can create your own. When you have identified the reason or reasons for the behavior, decide what should be done next. Focus on preventing problems instead of reacting to them. Work as a team to decide what strategies to use.

More information can be found in the following links

“Looking at Self-Stimulation…” Helps us understand the need for stimulation and what can be done about it. It is important to remember that the brain needs input or stimulation and this article gives ideas to redirect, modify or contain the behavior.

“Reducing Behavior Problems in Students who are Deafblind” Deafblind Perspectives Spring 1999.

“Functional Assessment: Understanding and Identifying the Causes of Challenging Behaviors in Students who are Deafblind” Deafblind Perspectives Winter 1994. This article includes charts and ideas for doing a functional assessment. The text version can be found at ftp://tr.wou.edu/dbp/dec1994.txt

DISH stands for Deafblind Intervention Strategies for the Home,
click here for the intro and index page