Behavior Problems and Solutions in Special Education

A clinical guide to resolving challenging behaviors (hitting, biting, self-injury) in special needs children utilizing Functional Behavior Assessment (FBA) and positive replacement behaviors.

The Four Core Functions of Behavior

Challenging behaviors in special needs children—such as physical aggression, self-injury, throwing objects, or intense crying—do not occur without reason. They are non-verbal communication attempts. Special Education Teacher Eren Durak (@dijitalozelegitimci) notes that no intervention can achieve long-term success without identifying the root function driving the behavior.

In behavioral sciences, every challenging behavior serves at least one of the Four Core Functions of Behavior:

Understanding the Four Functions

1. Escape / Avoidance: The child wants to get away from a task, person, or environment. (e.g., Throwing a pencil and running away when asked to complete homework). 2. Social Attention: The child seeks connection, eye contact, or a reaction from caregivers. (e.g., Screaming while a parent is talking on the phone). 3. Access to Tangibles: The child wants a specific object, food, or activity. (e.g., Throwing a meltdown at the grocery store to get candy). 4. Sensory / Automatic Reinforcement: The behavior itself provides physical relief or pleasure. (e.g., Rocking, hand-flapping, or thumb-sucking).

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Positive Reinforcement and Alternative Behavior Training (DRA)

Once a behavior's function is identified, parents should utilize Differential Reinforcement of Alternative behavior (DRA) instead of resorting to punishment. This technique focuses on teaching and rewarding a positive behavior that serves the exact same function as the negative one.

Implementation Steps

**Selecting the Replacement Behavior**: If a child cries to escape homework (Escape function), teach them to point to a "Break" card or say "Break." When they use the card, grant a 2-minute break immediately. The child learns that communicating brings escape much faster than crying.

**Extinction**: If a child screams for attention, remove eye contact and avoid replying. The moment the child approaches quietly and taps your arm, reward them with enthusiastic attention.

**Proactive Antecedent Management**: Adjust the environment before the behavior occurs. For example, if hunger triggers irritability, establish fixed meal schedules to stabilize blood sugar levels.

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