Tangible Behavior
Hi there! How are you? It’s so nice to see you here!
“I'll tell you what I want, what I really, really want
So tell me what you want, what you really, really want
I'll tell you what I want, what I really, really want
So tell me what you want, what you really, really want
I wanna, (ha) I wanna, (ha) I wanna, (ha) I wanna, (ha)
I wanna really, really, really wanna zigazig ah”
[Wannabe by The Spice Girls]
The Spice Girls had it right all along. Just tell them what you want!
If only it were that easy.
I’ve said it once and I’ll continue saying it again - our learners are smart! They are savvy!
They learned ways to get what they want, and sometimes that has meant they don’t exactly tell us.
One of the final discussions we have on functions of behavior will cover tangible behaviors - you know, the behavior that happens when you really REALLY want the physical item (or activity) in an environment.
What is the reason (the function) that Tangible Behavior serves for the learner?
These behaviors occur because at some point along the road, when the learner engaged in the behavior, they were reinforced, a.k.a. they obtained access to that item or activity. Therefore, in the future, the behavior is “maintained” by their ability to get what they wanted.
Learners will use their tangible behaviors to gain access to that physical item within their environment. Overtime, the learner gains the understanding of what they need to do to gain possession of the physical item of interest.
What can Tangible Behavior look like?
(Disclaimer: these are examples, they are not the only attention behaviors out there; all behaviors are unique.)
- Crying
- Calling Out, Yelling, Screaming
- Grabbing an item
- Throwing Items (towards another individual or within the vicinity)
- Aggression (hitting, pinching, biting, kicking)
- Eloping (Major: leaving a setting; Minor: moving within a setting)
Tangible behaviors - “But I want it, now!”
The first area I always like to explore is: “what is it about that item (or activity) that our learner is actively seeking.”
Are they hungry or thirsty?
Is someone else playing with or using the item?
Is the item out of reach?
Is the item highly preferred?
Once we answer these types of questions, we can then determine how to teach our learner a more appropriate way to access an item to replace their current behavior.
How can we support tangible behavior in a functional, purposeful way?
So far, we’ve figured out what the behavior is that our learner is doing and what it is or could be about that item that has them actively seeking it.
Now how do we replace the behavior to support it in a purposeful way? Start with these 3 options:
Set up the environment to allow the learner to successfully (and appropriately) access the item or activity.
Build in opportunities for the learner to (appropriately) gain access to that item or activity through functional requesting
Provide reinforcement (on a schedule that supports the learner - every instance, every other instance, etc. there are many options out there & we’ll be discussing them starting next week!)
Tangible Behavior Across Settings & Environments
Just like all other behavior, the topography (a fancy way of saying what the behavior looks like) and the function (the purpose the behavior serves) can change across environments.
Sometimes, a behavior can look the same but serve a different purpose or it can look different and serve the same purpose as another behavior.
All this means is the learner understands ways to have a behavior meet their needs and get them their desired outcome.
Look at just how your learner uses their tangible behavior(s) in different settings. Be mindful of what's happening around the learner at that time, the demands placed, and any repeated trends with specific activities or items.
Keep in mind, additional interventions will vary from learner to learner as each learner’s behavior is different.
It is our job now to support them in a purposeful way and navigate their needs functionally.
I would love to support you and your family in crafting collaborative, sustainable behavior and academic supports at home through a free 15-minute Coffee Break to find out just what your cup needs.
Be sure to follow us this week on Instagram @coffeemugsandclipboards as we bring this weeks information to life!
