The “Why” of Student Behavior

Humans are continuously behaving. Reading is a behavior, as is doodling, tapping your foot, and scrolling through social media. Every action we take, from raising a hand to taking notes in class, serves a purpose. Understanding student behavior is about recognizing what motivates students to engage in certain actions in particular contexts. Behaviors are not necessarily positive or negative. For an individual, if an action results in what they want, then that behavior works for them regardless of how that behavior looks or impacts others. A student who calls out in class may be seeking attention. One who refuses to complete assignments may have learning challenges and is seeking to escape the situation.

An effective, evidence-based approach to understanding behavior is Applied Behavior Analysis (ABA). Rooted in the science of learning and behavior, ABA provides tools to understand why behavior happens and how it can be influenced in meaningful, ethical, and socially significant ways. Without making assumptions about why someone acts a certain way, ABA looks at observable actions and the environment in which they occur. Every behavior has an antecedent (what happens before), a behavior (the action itself), and a consequence (what happens after), a sequence known as the ABC model. For example, if when a teacher asks a student to complete a worksheet (antecedent), the student throws their pencil (behavior), and the teacher removes the worksheet (consequence), the behavior may continue because it helps the student avoid something unpleasant (the worksheet).

This allows educators to understand the purpose or function of a behavior and the settings in which the behavior is likely to occur. Is the student seeking attention, escaping a demand, gaining access to something, or seeking sensory stimulation? Once the function is clear, interventions are tailored to meet the individual’s needs in multiple ways. First, with a focus on setting up the environment for student success, we address the environment through antecedent supports. Then, we teach the student replacement behaviors that serve the same purpose as the target behavior. Finally, we provide high levels of positive reinforcement for the new behaviors.

Using the example above, some antecedent supports may include preferential seating, choice of how to complete the work, modified work, working with a peer, or pre-teaching the lesson. Since the function is escaping the demand, we need to teach the student how to do that without throwing their pencil, so we provide visual supports and/or model language on how to ask for help or for a break. Then we provide that support continuously, paired with high levels of verbal praise, until the replacement behavior occurs more consistently.

At the heart of student behavior is communication. We need to ask, “What is this student trying to tell me?” Then, we can shift from reacting to proactive support and teaching. The way individuals expresses frustration, confusion, anxiety, or excitement is based on their unique learning history, culture, and previous experiences. If we take the time to figure out the ‘why’ of an action instead of simply applying punitive consequences, we open the door to more meaningful teaching and stronger relationships with students.