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Behavior Analyst Holly Sharpe is here to help you learn behavior management and how to identify behavior patterns for your small church kidmin and youth ministry.
Part 2: Identifying Behavior Patterns
Is challenging behavior in your small church kidmin or youth group causing frustration, loss of volunteers, or a decline in program attendance? Behavior Analyst Holly Sharpe is here to share the tools to help you understand and address behavior in your small church ministry! Learn behavior management and how to find the function of a behavior in part 2 of this three-part series.
Part 1 Recap: Charting Behavior
We’ve all been there! A behavior has really got you puzzled, and it is taking a toll on your ministry.
If you read part 1 of this series, charting behavior, then you already know how important it is to WRITE IT DOWN so you can begin the problem-solving process.
To Chart Behavior:
- Make a three-column ABC chart.
- Record what was going on before the behavior happened.
- Record what the behavior looked and sounded like.
- Write your observations of what happened after the behavior occurred or how adults responded to the behavior.
- Only write what you see and hear, being careful not to add intent or assumption.
Now You’re Ready For Part 2: Identifying Behavior Patterns
Remember: Behavior is communication.
In order to find the function of a behavior, or what purpose it is serving, we can:
- Read our ABC chart
- Look for patterns
It is tempting to think that some behavior happens just because a child likes to _____ or just wants to ______, or maybe for no reason at all!
However, I am sharing the truth with you today: Behavior goes where reinforcement flows. This is a fun saying that reminds us that:
- All behavior communicates or fulfills a need.
- Behavior that keeps happening is being reinforced or strengthened somehow.
Challenging behavior doesn’t occur out of just anywhere. It is born out of a need, and it is strengthened by what is going on around us and our responses.
Once you have charted behavior and are looking at the patterns that you see, consider which of the following purposes the behavior in question may be serving:
- Attention: Is the behavior successfully gaining the attention (positive or negative) of others?
- Escape: Is the behavior successfully allowing the child to avoid, delay, or escape a task or situation?
- Access To Tangible: Is the behavior resulting in access to something the child wants?
- Automatic Reinforcement: Does the behavior fulfill a sensory need or provide sensory relief? **This function is rare for children who do not have some sort of special need or medical condition.**
Look for behavior patterns in the environment or responses to find the function of the behavior.
Let’s see some examples of how a behavior pattern may emerge in our ABC charts that can give us a clue to the function.
| Antecedent (What happened before behavior) | Behavior (What it looked and sounded like) | Consequence (What happened as a result or how did adults respond?) |
| The class sat down on the carpet for the Bible lesson. The teacher began to read the Bible story for the day. | While the teacher was reading, Anne made loud comments about the pictures. | The teacher asked Anne to sit quietly and listen while she read. |
| The teacher was reading the Bible story to the class. | Anne asked several questions about the pictures in the story while the teacher was still reading. | The teacher asked Anne to listen and told her she can ask questions later. |
| The teacher was reading the Bible story to the class. | Anne called the teacher’s name over and over. | At first, the teacher tried to ignore Anne and continue reading, but after the third time, she asked Anne to sit quietly and they can talk when the story is over. |
Example 1
In this example, we see that Anne is repeatedly interrupting the Bible story, and each time she does, her teacher responds to her. This is an example of an attention-seeking behavior — Anne wants her teacher’s attention, she interrupts the lesson, and her teacher responds. Even though Anne doesn’t get what we think of as ‘positive’ attention from her teacher, the behavior of interrupting is still being strengthened by getting a response each time.
| Antecedent (What happened before behavior) | Behavior (What it looked and sounded like) | Consequence (What happened as a result or how did adults respond?) |
| The class is playing a trivia game, where the teacher asks questions and calls on students to answer. The teacher called on Joey. | Joey put his head down and did not look up or answer his teacher. | The teacher called his name again and repeated the question, but when he didn’t answer, she called another child. |
| The teacher called on Joey again to answer a question. | Joey said, “I need to go to the bathroom now!” and did not answer the question. | The teacher gave Joey permission to go to the bathroom. |
| The teacher called on Joey again to answer a question. | Joey shut his eyes tight and did not answer the question or respond when his name was called. | The teacher called on another child. |
Example 2
In this example, we can see that Joey is engaging in different behaviors each time he is called on to answer a question, and his teacher calls on another child eventually. This is an escape behavior; Joey is successfully avoiding or escaping having to answer questions. As a result, these behaviors are strengthened when his teacher calls on another child to answer the question that Joey didn’t answer.
| Antecedent (What happened before behavior) | Behavior (What it looked and sounded like) | Consequence (What happened as a result or how did adults respond?) |
| A box of goldfish crackers is sitting out on a table for snacktime later. | Chris asked the teacher for some goldfish. | The teacher told Chris that everyone would have some at snack time. |
| Chris was not given goldfish crackers when she asked. | Chris began crying and asked “Why can’t I have them?” three times. | The teacher told Chris it isn’t time to eat the snack yet. |
| Chris was not given goldfish crackers. | Chris laid down on the floor in front of the snack table and cried loudly. | The teacher asked Chris to calm down and get up from the floor. |
Example 3
In this example, we see that Chris notices what is for snack and wants something to eat now. Her teacher reminds her that it isn’t snack time, but instead of accepting this, Chris begins crying, asking why, and then lays down on the floor and cries loudly. This is an example of a behavior that functions as an access to tangible. Chris wants goldfish, and she is crying, asking “why,” and throwing a fit to get the goldfish.
Sometimes A Behavior Can Be A Double-Whammy
It is not always obvious at first glance what function a behavior is serving, and sometimes behaviors may serve two functions at once! The most common combination of functions I have observed is when a child engages in an attention-seeking behavior in order to divert your attention to their behavior so they avoid, delay, or escape a task or activity.
Here is an example:
Let’s say that little Johnny is dropped off for children’s church and he jumps right into free play time with the other kids. Ten minutes later, his teacher tells the class that it is time to clean up toys and sit on the carpet for the lesson. Johnny begins throwing toys instead of cleaning up, which his teacher responds to by saying “Johnny, stop throwing toys. That is dangerous, and it is time to clean up.” Johnny continues throwing toys, and his teacher continues lovingly admonishing him. This goes on for several minutes while Johnny laughs and becomes more creative in how and where he throws the toys, and his teacher becomes more exasperated while she pleads with him to stop and clean up.
In this example, Johnny is successfully avoiding cleaning up toys and sitting for a Bible lesson by diverting his teacher’s attention to his toy throwing and refusal to clean up. She has forgotten all about getting the class to Bible lesson because she is so focused on stopping the toy throwing and disobedience.
Tips For Identifying Behavior Patterns:
- Look for a pattern in what is happening before behavior begins. Is a demand being placed? Is something fun going on in the class? Did the child get dropped off in a gloomy mood?
- Look at what the behavior looks and sounds like. Where is it happening? When is it happening? Is the child laughing or crying? What are they talking about?
- Look at the pattern of responses. Does the behavior get a verbal response from a teacher each time? Is the child getting something they want each time? Is a demand removed each time?
Relax. You don’t have to be a behavior analyst! Just look at the chart and make your best guess.
If you think you see a pattern in your chart, make an educated guess at what function the behavior may be serving, and then try out a solution. You can always revisit your chart if you need to!
Stay tuned for part 3 in this series: Making A Plan.
In the meantime, you can find me in the Creative Solutions for Small Churches Facebook group!
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Behavior Management In Children’s Ministry For Small Churches
