S.E.A.T. Training
Sensory · Escape · Attention · Tangible
S.E.A.T. is a quick, practical guide to the four functions of behavior — the "why" behind what a person is doing, and what actually helps. Adapted from the ASERT / PA Autism S.E.A.T. Functions of Behavior Cheat Sheet.
Behavior is communication.
Every behavior serves a purpose. When you can name the function, you can respond in a way that actually helps — instead of just trying to stop the behavior.
To get sensory input — it feels good, or is something they enjoy.
Anytime, even when alone.
If the behavior is harmful to themselves or others, find a safer activity that provides the same sensory experience. If it isn't harmful or disruptive, there is no need to change it.
A person is pushing on their eyes because it creates the sensation of 'lights.' Provide them with colorful or flashing lights they can look at.
A person is pushing on their eyes because it creates the sensation of 'lights,' and you offer them a fidget spinner.
Provide access to a range of safe sensory items throughout the day.
To get out of unwanted activities, interactions, or environments.
Something is hard, boring, not fun, stressful, or causes anxiety or distress.
Break difficult tasks into smaller steps, teach the person to ask for a break, praise small successes, and make sure the environment is set up for them to succeed.
A person is asked to clean up and begins throwing items. Ask them to pick up one item and put it away, provide praise, then help them with the rest.
A person is asked to clean up and begins throwing items. You tell them they don't have to clean up anymore.
Keep tasks small with frequent breaks. Pair boring, difficult, or stressful activities with fun ones. Set the environment up to be positive.
To get access to people or interactions.
Not getting enough attention or interaction from people in their environment.
Give praise and immediate responses for appropriate requests for attention. Teach them to ask for attention in appropriate ways.
Two people are talking and a person begins screaming. Let them know they can join the conversation once they are quiet. Provide praise and attention as soon as they are.
A person is screaming while two adults are speaking. You stop your conversation and give your undivided attention to the person who was screaming.
Teach appropriate ways to request attention. Provide plenty of positive attention freely throughout the day.
To get access to items or activities they want, need, or are interested in.
Something they want, need, or are interested in is not available.
Offer an alternative — 'you can't have this, but you can do A or B' — or a first-then — 'first we do this, then you can have that.'
A person is yelling because they want cake for dessert but there is none. Offer them choices from what is available.
A person is yelling because they want cake but there is none. You tell them there is no cake, so they can't have any dessert.
Use first/then statements, signal when activities are ending with a timer, and teach the person to appropriately request items and activities.
Framework adapted from the ASERT / PA Autism S.E.A.T. Functions of Behavior Cheat Sheet. Content here is a plain-language adaptation for training purposes.
Same behavior, different function.
Two children both scream at the dinner table. One is escaping a food they dislike; the other wants attention from a busy parent. Same behavior, different function — and different supports.
A student rocks and hums during independent work. Is it self-regulation (sensory), or a bid for the teacher to come over (attention)? Watch what happens when you approach — and when you don't.
A teen slams a laptop shut. They escape a hard assignment AND regain access to their phone (tangible). Real behavior often serves more than one function at once.
Four quick questions.
Score 70% or higher to unlock your certificate.
Name the function, plan the support.
There is no single right answer. Write yours down or discuss with a colleague.
- 1.A 5-year-old bites their hand during transitions between activities. What function might this serve, and what would you try first?
- 2.A teenager consistently 'loses' their homework folder before class. Which function fits, and what proactive supports would help?
- 3.An adult you support paces and asks the same question repeatedly when new people visit the home. Name the likely function and one supportive response.