Why Giving Kids What They Need Can Reduce Challenging Behaviour - Research by CPBS

At the Centre for Positive Behaviour Support (CPBS), we believe that caring is a matter of action. Action includes advancing understanding of behaviour through meaningful research. We’re proud to share a recent study that we presented at the International Association for Behaviour Analysis (IABA) 2025 Conference in Los Angeles, and the Association for Behaviour Analysis International (ABAI) 2025 Conference in Washington D.C. This study represents one of several presentations at IABA and ABAI, led by our team members.

Team members representing CPBS at IABA and ABAI included:

• Dr Geoff Potter, Co-founder & Chief Clinical Officer
• Dr Rebecca Beights, Director of Research
• Matthew Spicer, Director of Clinical Training
• Pretti Vogel, Regional Clinical Manager (ACT)

Team members who contributed greatly to this specific study also included:

• Nicole McKillop, Head of Regional Services (QLD, NSW, NT) & Head of Early Intervention Development
• Maria Noguera, Senior Behaviour Support Practitioner (VIC)

What Was the Research About?

The study explored a powerful idea: that giving children what they need, such as a break or “escape” at the right time can reduce challenging behaviours. This approach is called functional reinforcement, meaning meeting the need or function of the behaviour. Functional reinforcement is used as a situational management strategy in MEBS. As situational management, it may also be called functional or strategic capitulation. Functional reinforcement acknowledges understanding why a behaviour is happening and responding in a way that helps, not harms.

While traditional assessments (like functional analyses) have shown that this method works to “turn off” behaviours of concern, many interventions still avoid it. This avoidance comes from a fear or belief in the myth that meeting the need and giving in could make behaviours of concern worse. Our research challenges that fear as a powerful replication and extension of previous research.

A single subject of experimental design was used with three children ages 5–12 years. Our team effectively challenged the myth and extended previous research showing that providing the right support at the right moment (functional reinforcement of escape from a task) and combination of supports (both functional escape and positive reinforcement with access to preferred items) reduced both how often and how intensely the behaviours occurred.

We call for further clinical and applied research to explore and refine the use of functional reinforcement as situational management within behaviour support planning.

Why It Matters

This work supports our mission to educate and empower others to use non-aversive behaviour support strategies that put people and their needs at the forefront of all support services. This research, and additional CPBS research initiatives, aim to improve lives and actively reflect our vision of a community where restrictive practices are eliminated in managing behaviours of concern.

It also shows the public that kindness and understanding are not just compassionate; they’re effective. By listening to children and responding to their needs, we can reduce distress and build trust.

We’re proud to be leading this conversation on the world stage and even prouder to bring these insights home to the families and communities we serve.