What the phrase really means
Saying ‘behavior is communication’ does not mean that every action is deliberate or that a parent should immediately know what it means. Some behavior is intentional communication; some is automatic, protective, sensory, habitual, or shaped by what has happened before and after it.
The useful principle is that behavior occurs in a context. Looking at that context can reveal unmet communication needs, pain, fatigue, sensory strain, uncertainty, task difficulty, loss of access, or a skill that has not yet been taught.
Functional behavioral assessment is a systematic way to identify the purpose or function of behavior. Functional communication training then teaches an accessible communication response that can meet the same need more safely or effectively.1
Use five lenses
Avoid choosing one explanation too early. Begin with five overlapping lenses and ask what evidence supports each possibility.
1.Physical
Pain, illness, constipation, reflux, hunger, thirst, poor sleep, medication effects, dental problems, headache, or seizure activity.
2.Sensory
Noise, light, touch, movement, temperature, crowding, unpredictability, or a need for familiar sensory input.
3.Communication
Difficulty asking for help, refusal, a break, more time, clarification, access, attention, or relief from discomfort.
4.Emotional and cognitive
Fear, disappointment, uncertainty, processing load, frustration, grief, anxiety, or an expectation that exceeds current capacity.
5.Environment and learning
What occurred before and after, whether the behavior changed the situation, and what the person may have learned from repeated outcomes.
Observe without interpreting
For one recurring situation, record the sequence in neutral language:
- Before:Where was the child? Who was present? What demand, change, sensation, or body clue appeared?
- Behavior:What could a camera record? Replace labels such as ‘defiant’ or ‘manipulative’ with specific actions.
- After:What changed? Did the task stop, attention arrive, an item return, the environment become quieter, or the child gain distance?
- Recovery:What helped, how long did recovery take, and what communication was available?
A single event rarely proves a function. Look for a repeating pattern and involve qualified professionals when behavior is frequent, complex, or unsafe.
Respond in the moment
- Protect immediate safety and reduce unnecessary language, crowding, and demands.
- Keep AAC, gestures, visuals, and other communication available. Never remove a communication system as punishment.
- Offer a simple way to request help, a break, more information, more time when possible, or an end to an unsafe or painful situation.
- Check basic needs and consider whether a sudden change requires medical attention.
- Teach or practice replacement communication later, when the person can participate in learning.
What progress can look like
Progress may mean earlier communication, safer refusal, reduced intensity, faster recovery, improved access to support, or fewer situations in which behavior is the only effective option. It should not be measured only by quietness, compliance, eye contact, or the disappearance of harmless autistic movement.
When to get more help
Seek professional support when behavior causes injury, creates an elopement risk, disrupts eating or sleeping, changes suddenly, or significantly limits participation. A coordinated review may include medical, communication, behavioral, educational, and occupational perspectives.
The takeaway
Behavior deserves interpretation before escalation. Describe what happened, check physical and environmental factors, identify the need the behavior may be meeting, and make a safer, more accessible response available.
References
- Autism Focused Intervention Resources and Modules. Functional Behavioral Assessment and Functional Communication Training resources. Frank Porter Graham Child Development Institute, University of North Carolina.https://afirm.fpg.unc.edu/
- McGuire K, Fung LK, Hagopian L, et al. Irritability and Problem Behavior in Autism Spectrum Disorder: A Practice Pathway for Pediatric Primary Care. Pediatrics. 2016;137(Suppl 2):S136-S148. doi:10.1542/peds.2015-2851L
Educational disclaimer
This editorial draft is for general education, has not completed clinical review, and is not a substitute for individualized medical, behavioral, or mental health care.