Positive Systems Approach: Understanding Behaviour as Communication
- drbobcarey
- Jun 24, 2024
- 6 min read
In the realm of behavioural interventions and support systems, the Positive Systems Approach (PSA) stands out for its emphasis on understanding the underlying communicative functions of behaviour. Individual Factor #2 within this framework focuses on viewing behaviour as a form of communication. This perspective shifts the traditional approach from merely addressing surface-level behaviours to delving into the reasons behind them. By doing so, PSA promotes more effective, empathetic, and long-lasting interventions. In this blog, we will explore the concept of behaviour as communication, the importance of this perspective, and how it shapes the Positive Systems Approach.
Setting the Stage for Accepting Behaviour as Communication
When conducting group exercises on this topic, participants are often asked to brainstorm reasons behind specific behaviours. For example, consider John, who acts out against a peer every day during a workshop. Participants might generate a list of possible communicative functions for John's behaviour, such as:
Boredom: John may be under-stimulated and seeking more engaging activities.
Lack of Skill: He might be struggling due to improper instruction or insufficient skills.
Avoidance: John could be trying to avoid social interaction or tasks he finds unpleasant or challenging.
Overstimulation: The environment may be too noisy or chaotic, leading to sensory overload.
Unmet Basic Needs: John might be hungry, tired, or experiencing pain, affecting his behaviour.
The goal of this exercise is to encourage individuals to examine behaviour not simply as something to be "modified" but as a form of communication that has some function. The typical "primary" functions of behaviours can usually be viewed as:
Why Look at Behavior as Communication?
Some may argue that behaviour is simply behaviour, and applying principles of applied behaviour analysis (ABA) should suffice to modify it without delving into its communicative functions. However, there are compelling reasons why understanding behaviour as communication is essential in the Positive Systems Approach:
1. Effective Intervention Design
Understanding the communicative function of a behaviour is crucial for designing interventions that address the root cause. Addressing only the outward behaviour without considering its purpose or intent often results in temporary or ineffective solutions. For instance, if a child exhibits disruptive behaviour to avoid a challenging task, an effective intervention would involve modifying the task to make it more manageable, rather than just punishing the disruptive behaviour.
2. Preventing Misinterpretation
Misinterpreting the communicative function of behaviour can lead to inappropriate or ineffective interventions. If disruptive behaviour is a child's way of escaping an overwhelming situation, punishing the behaviour without addressing the environment's overstimulation may worsen the issue. Understanding the communicative function helps avoid such misinterpretations and leads to more appropriate responses.
3. Individualization
Different behaviours serve different purposes for different individuals. By identifying the specific communicative function, interventions can be tailored to the unique needs of the person. This individualized approach increases the likelihood of success by addressing the specific reasons behind the behaviour.
4. Long-Term Behaviour Change
Addressing the underlying function of a behaviour often results in more lasting behaviour change. Simply suppressing a behaviour without addressing its cause may lead to the behaviour re-emerging or being replaced by another problem behaviour. For instance, if a child's aggressive behaviour stems from frustration due to communication difficulties, teaching them effective communication skills can lead to a long-term reduction in aggression.
5. Respect and Dignity
Understanding the communicative function promotes a respectful and empathetic approach to behaviour intervention. It acknowledges that the individual is communicating their needs or emotions through their behaviour, rather than simply being "bad" or "disruptive." This perspective fosters a more humane and compassionate approach to behaviour management.
6. Positive Behaviour Support
A functional assessment of behaviour, focusing on its communicative function, is necessary to enhance an individual's quality of life. By teaching alternative behaviours that fulfill the same communicative function in a more socially acceptable way, we support positive behaviour change. For example, if a child engages in tantrums to gain attention, teaching them appropriate ways to seek attention can lead to more positive interactions.
7. Skill Building
Interventions that target the communicative function can involve teaching the individual new skills to express themselves effectively. For example, a nonverbal individual might engage in challenging behaviour to request items. Teaching them a communication system, such as sign language or picture exchange, can replace the problem behaviour with a more appropriate form of communication.
8. Collaborative Approach
Involving caregivers and other relevant stakeholders in understanding the communicative function of behaviour allows for collaborative intervention development. Drawing on a range of perspectives and expertise ensures that interventions are comprehensive and effective. This collaborative approach also ensures consistency and support across different environments.
Practical Application of Viewing Behaviour as Communication
To effectively apply this perspective, it is essential to conduct a thorough functional assessment. This involves observing the behaviour, identifying patterns, and hypothesizing about its communicative function. Continuous data recording and analysis are crucial to ensure the accuracy of the hypothesis and the effectiveness of the intervention.
Steps in Conducting a Functional Assessment
Identify and Define the Behaviour: Clearly define the behaviour in observable and measurable terms. For example, instead of describing a child as "aggressive," specify the behaviour as "hitting peers during recess."
Gather Information: Collect data on the behaviours frequency, duration, and context. This includes identifying antecedents (what happens before the behaviour) and consequences (what happens after the behaviour).
Develop Hypotheses: Based on the data, develop hypotheses about the behaviour’s communicative function. Consider possible reasons such as seeking attention, avoiding tasks, or sensory needs.
Test Hypotheses: Implement interventions based on the hypotheses and monitor the results. Adjust the interventions as needed based on ongoing data collection and analysis.
Implement and Monitor Interventions: Once a hypothesis is confirmed, implement interventions that address the behaviour’s communicative function. Continuously monitor the behaviour and adjust the interventions as necessary.
Case Studies and Examples
Case Study 1: Alex's Tantrums
Behaviour: Alex, a 5-year-old child, has frequent tantrums during circle time at preschool.
Functional Assessment:
Antecedents: Tantrums occur when the teacher starts reading a story.
Consequences: Alex is often taken out of the room to calm down.
Hypothesis: Alex's tantrums are a way to avoid circle time, possibly because he finds it boring or overstimulating.
Intervention:
Modify circle time to include more engaging activities for Alex.
Provide a quiet space in the classroom where Alex can go if he feels overwhelmed.
Teach Alex to use a signal to indicate when he needs a break.
Outcome: Alex's tantrums decrease as he becomes more engaged in circle time and learns to use the signal for breaks.
Case Study 2: Maria's Aggression
Behaviour: Maria, an 8-year-old with autism, hits her peers during group activities.
Functional Assessment:
Antecedents: Aggression occurs when Maria is required to share materials.
Consequences: Peers move away, and Maria is given separate materials.
Hypothesis: Maria's aggression is a way to avoid sharing and have her own materials.
Intervention:
Teach Maria social skills for sharing and turn-taking.
Use visual supports to help Maria understand sharing expectations.
Provide positive reinforcement when Maria shares materials appropriately.
Outcome: Maria's aggression decreases as she learns and practices sharing skills.
Emphasizing Empathy and Understanding
Viewing behaviour as communication promotes empathy and understanding in behavioural interventions. It encourages us to look beyond the surface behaviour and consider the individual's needs, emotions, and context. This approach aligns with the principles of respect and dignity, fostering a more compassionate and effective intervention strategy.
Conclusion
Positive Systems Approach (PSA) emphasizes the importance of understanding behaviour as communication. By identifying the communicative functions of behaviour, we can design more effective, individualized, and empathetic interventions. This perspective not only addresses the immediate behaviour but also promotes long-term behaviour change, skill building, and positive behaviour support. Ultimately, considering behaviour as communication leads to a more holistic and respectful approach to behavioural interventions, enhancing the individual's quality of life and fostering a more supportive environment.
In practice, this means conducting thorough functional assessments, developing and testing hypotheses about behaviour, and implementing interventions that address the underlying communicative functions. By doing so, we can move beyond merely managing behaviour to truly understanding and supporting the individuals in our care.
To learn more about this and other concepts involved in using a Positive Systems Approach, the reader is encouraged to check out our book: Managing Disruptive Behaviours with a Positive Systems Approach - now available on Amazon in digital and hardcover format (see link below).
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