Beyond the Behavior: Finding the Why Behind What You See
Two students throw their papers on the floor during math.
Same behavior. Totally different stories.
One does it to make classmates laugh—the other because the assignment feels overwhelming. When we only focus on what we see, we miss what’s driving the behavior underneath.
Understanding the “why” behind student behavior—the function—is what transforms our response from reactive to proactive. It’s the difference between managing behavior and changing it.
Why the Why Matters
Every behavior serves a purpose. Whether a student is calling out, shutting down, or wandering the room, they’re communicating something. Decades of research show that behavior typically serves one of four main functions: attention, tangible, activity, or sensory.
In every case, a student is either trying to get something they want—or avoid something they don’t. When we identify the purpose behind their behavior, we can respond in ways that actually meet their needs instead of just addressing the surface behavior.
Breaking Down the Four Functions
1. Attention
Sometimes, behavior is about connection. A student might make jokes, blurt out, or argue—not to be difficult, but because they’re seeking interaction. On the other hand, a quiet student who avoids eye contact might be trying to escape attention altogether.
The key is to build in planned, positive connections and teach appropriate ways to ask for or avoid attention. A small daily check-in or job responsibility can meet this need before misbehavior starts.
2. Tangible
These behaviors are about access to an item or object. Maybe a student interrupts to grab a favorite classroom item or refuses to start an assignment to keep a preferred break item.
Teaching routines for requesting materials, earning preferred items, and transitioning smoothly can meet this need in a structured, predictable way.
3. Activity
Sometimes, it’s not about what a student wants, but what they’re avoiding. A student who suddenly “needs” to sharpen a pencil every five minutes might be trying to escape a difficult task. Another might rush through work to reach a preferred activity faster.
Recognizing when behavior is tied to the activity helps us adjust expectations, embed choice, and explicitly teach self-advocacy—like asking for help or requesting a break.
4. Sensory
Sensory-driven behaviors meet an internal need for regulation. Rocking, tapping, humming, or avoiding certain noises can all serve this purpose. These students may be seeking sensory input that calms them—or avoiding input that overwhelms them.
Providing sensory-friendly supports (like movement breaks, quiet spaces, or fidget tools) helps meet these needs in healthy, appropriate ways.
From Reaction to Intention
Once we know the function of a behavior, we gain a roadmap for what to do next. We can teach replacement behaviors that serve the same purpose more appropriately—like asking for attention, help, or a break instead of acting out.
This shift from reacting to teaching builds long-term skills. Instead of punishing students for the behavior, we help them communicate more effectively and regulate themselves in real-world situations.
Try This: Track the Why
If you’re not sure what’s driving a behavior, start by collecting ABC Data—tracking what happens before (Antecedent), during (Behavior), and after (Consequence) each incident.
Patterns often emerge that reveal the student’s true motivation. The goal isn’t to label, but to learn—to understand what a student is trying to communicate so we can respond with clarity and compassion.
Try using our ABC Data Notes Template to help identify those patterns.
The Takeaway
Understanding the “why” behind behavior isn’t about adding more to your plate—it’s about focusing your efforts where they’ll make the biggest impact.
When we align our interventions to the function of behavior, we create systems that teach skills, build trust, and foster independence.
Start small: pick one student, collect data for a week, and look for the patterns that emerge. Every “why” you uncover brings you one step closer to transforming your classroom from reactive to responsive.
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