Understanding Tantrums and Temper from an Applied Behavior Analysis (ABA) Perspective

Applied Behavior Analysis (ABA) is a scientific approach to understanding and modifying behaviors by examining their antecedents (what happens before a behavior), behaviors (the actions themselves), and consequences (what follows the behavior). When analyzing tantrums and temper, ABA helps identify the underlying causes and provides strategies for reducing maladaptive behaviors while reinforcing appropriate ones.

Tantrums vs. Temper Outbursts in ABA

Tantrums and temper outbursts are often confused, but ABA distinguishes them based on their function.

Tantrums are learned behaviors used to communicate wants or needs, typically reinforced by attention, escape, or tangible rewards.

Temper outbursts are more emotionally driven reactions that may not have a clear functional purpose.

ABA Approach to Understanding Tantrums

According to ABA, behaviors serve a purpose (or function). Tantrums typically fall into one of the following four functional categories:

1. Attention-Seeking – The child engages in a tantrum to gain attention from parents, teachers, or peers.

2. Escape or Avoidance – The tantrum occurs when a child wants to avoid an undesired task or situation.

3. Access to Tangibles – The behavior is used to gain access to a preferred item or activity.

4. Automatic/Sensory Reinforcement – The behavior is internally reinforcing (e.g., self-stimulation in children with autism).

   
   

Example 1: Attention-Seeking Tantrum

Scenario:

A 4-year-old child, Jake, is playing with toys. His mother is on a phone call and is not engaging with him. Jake begins to scream, cry, and throw his toys.

ABA Analysis:

Antecedent: Jake notices his mother is busy and not giving him attention.

Behavior: Jake screams and throws toys.

Consequence: The mother stops her call and tells Jake to stop crying, giving him attention.

In this case, Jake learns that tantrums are effective in getting attention. The ABA strategy to reduce this behavior would be planned ignoring—avoiding reinforcing the tantrum—and instead reinforcing appropriate ways of seeking attention, such as asking for help or waiting patiently.

Example 2: Escape-Motivated Tantrum

Scenario:

Emma, a 6-year-old, is asked to complete a writing assignment in class. She begins whining, kicking her chair, and crying. The teacher, trying to calm her, lets her take a break instead.

ABA Analysis:

Antecedent: Emma is given a writing assignment.

Behavior: She whines and cries.

Consequence: She is excused from the task.

Emma learns that tantrums help her escape work. A behavior intervention plan (BIP) might include demand fading, where the child is gradually expected to complete more work before earning a break, paired with reinforcement for compliance (e.g., praise, stickers).

Example 3: Access to Tangibles

Scenario:

Liam, a 3-year-old, is at a grocery store with his father. He sees candy at checkout and asks for it. When his father says no, Liam throws himself on the floor, screaming. Eventually, the father gives in and buys the candy.

ABA Analysis:

Antecedent: Liam wants candy but is denied.

Behavior: He throws a tantrum.

Consequence: He gets the candy.

Liam learns that tantrums lead to rewards. To address this, ABA suggests not reinforcing the tantrum behavior (i.e., no candy) while teaching replacement behaviors, such as using words to request or waiting until an appropriate time.

Example 4: Sensory-Seeking Tantrum

Scenario:

Mia, a 5-year-old with autism, frequently screams and flaps her hands when overstimulated in a noisy environment. Unlike the other examples, this behavior is self-stimulating rather than directed toward others.

ABA Analysis:

Antecedent: Loud, overstimulating environment.

Behavior: Screaming and flapping.

Consequence: Self-soothing, no external reinforcement needed.

For sensory-based behaviors, ABA strategies may include providing alternative sensory outlets (e.g., noise-canceling headphones, fidget toys) and teaching self-regulation techniques to replace the maladaptive behavior.

Conclusion

By using ABA principles, tantrums and temper outbursts can be understood as functional behaviors rather than random misbehavior. The key to managing these behaviors is identifying their cause and using differential reinforcement, where appropriate behaviors are rewarded while maladaptive ones are ignored or redirected. Consistency is critical in reinforcing positive behaviors while ensuring that tantrums do not achieve the child’s intended goal.