2.2. Pattern of Human Behavior

2.2.
Pattern of human behavior

When we look at patterns of behavior, they can mostly fall into four categories:
Access, Attention, Escape and Sensory
Let’s take a look at these four classes of maintaining functions:
Access: This pertains mainly to tangible items. Items we can get. This could be food, vehicles, money, etc.
These are things that you can see with your eyes and interact with.
Attention: This pertains to an interaction, praise, or even a signal, from others. This could be a look, a
conversation, etc. Any response or increase of awareness from others.
Escape: This function relies on the removal of an aversive item, situation, or stimulus related to a prior
event which underwent punishment. Moving away from fires, for example, avoiding interaction with
specific people. This function is to get away from something, or avoid it entirely.
Sensory: Unlike the others, this function does not rely on outside factors. These are internal rewards from
the body itself. Physical contact, for example.
2.2.1 Behavior resulting from development at different ages
Behavior resulting from development at different ages refers to the changes in behavior that typically
occur as individuals grow and develop through various stages of life. These changes are influenced by both
biological maturation and environmental experiences. The key developmental stages are:
1. Babies (0-2 years)

⮚ Investigating: Babies learn by touching and putting things in their mouths. They develop object
permanence, understanding that objects continue to exist even when they cannot be seen.
⮚ Crying for Needs: They cry to let others know they need something like food or a diaper
change. (example: smiling, crying and clinging etc.)
2. Early Childhood (2-6 years)

⮚ Preoperational Stage: Children begin to engage in symbolic play and learn to manipulate
symbols, but they lack the ability to perform operations or reversible mental processes. They
have difficulty seeing things from others' perspectives, which is common.
⮚ Language Development: They start to speak and use simple sentences.
⮚ Social Play: They start making friends, increasing engagement in cooperative play, sharing, and
taking turns enjoying group activities.
3. Middle Childhood (6-12 years)

⮚ Strong operating level: Children develop logical thinking skills, an understanding concepts like
conservation, classification, and seriation. They begin to think more independently and solve
problems.
⮚ Peers Relationships: Friends become very important, and they often want to fit in with their
peers. Children learn social rules, standards, and the importance of cooperation and
competition.
⮚ Self-Concept: Development of a more refined self-concept and self-respect based on
comparisons with peers and feedback from others.
4. Teenagers (12-18 years)

⮚ Formal Operational Stage: The ability to think formally, reason logically, and use deductive
reasoning.
⮚ Identity: They explore different identities and lead to the development of a more cohesive
sense of self. (Eg: different beliefs, values, and goals).
⮚ Social Relationships: Stronger focus on peer relationships, including romantic relationships.
Peer influence is significant, and there is a greater desire for independence from parents.
5. Early Adulthood (18-40 years):

⮚ Intimacy vs. Isolation: The challenge of forming intimate, loving relationships versus
experiencing loneliness and isolation. (Example: seeking companionship and love)
⮚ Career and Family: Establishing a career path, forming a family, and building a stable home
environment are common focuses. There is a balance between personal and professional life.
6. Middle Adulthood (40-65 years):

⮚ Generativity vs. Stagnation: The challenge of contributing to society and helping to guide the
next generation versus feeling unproductive or disconnected. (Eg: parenting, mentoring, or
engaging in community activities).
7. Older Adulthood (65+ years):

⮚ Retirement: Many retire and spend time on hobbies and family
⮚ Cognitive Changes: Possible declines in cognitive abilities such as memory and processing
speed, but many older adults maintain high levels of cognitive function through mental and
physical activity.
⮚ Social Engagement: Many older adults focus on family, hobbies, and community involvement.
They often share their life experiences and wisdom with younger generations
Each stage of development brings behavioural changes influenced by cognitive, emotional, and social
growth. Understanding these patterns helps in supporting individuals through their developmental
transitions and challenges. As people grow, their behavior changes based on their age and life
experiences.
2.2.2 Behaviour resulting from social refinement

An analytical framework of social interactions - လူမှုဆက်ဆံရေးဆိုင်ရာ ခွဲခြမ်းစိတ်ဖြာမှုမူ
ဘောင်
1. Personal goal - ကိုယ်ပိုင်ပန်းတိုင်
2. Physical context - ရုပ်ပိုင်းဆိုင်ရာ ဆက်စပ်မှု
3. Physical action - ရုပ်ပိုင်းဆိုင်ရာ လုပ်ဆောင်ချက်
4. Social context - လူမှုရေးအခြေအနေ
5. Social action - လူမှုရေးလှုပ်ရှားမှု
The goal depends on the context and determines the action. Both context and action have a physical, as
well as a social aspect. Social interaction is always realized through physical actions. E.g. closing a door has
a functional effect of the door being closed. If the door is closed very carefully, the social effect is that the
person is seen as deferring towards the persons in the room. If the door is slammed closed, he might be
seen as being angry or indifferent to the persons in the room.
The social action is connected to physical actions the physical context is important. Besides the physical
context, the social context also determines which social signals can be conveyed and interpreted in an
interaction. Even with short actions, it is important to know how much level of detail is available that can
be used to convey social signals. E.g. when shaking hands, we can note how strong the handshake is,
whether eye contact is made, whether the other hand remains static or moves to the elbow or shoulder of
the partner, and whether the upper body remains static or not. Shaking hands can denote a certain formal
relation between the participants but each of these details might convey whether there is a friendly or less
friendly relation, who is considered the boss, etc.
2.2.3 Behaviour resulting from Learning

Learning is a process of alignment, assimilation and application. We'll call this the 3A learning process.
Only by completing all three steps of this process can we change behavior to produce desired results.
Align
Before participating in a learning event, participants should have a thorough understanding of what they
are expected to learn, how their behavior is expected to change, the results they are expected to achieve
and how these results contribute to the overall goals of the organization.
For example, when you attend a Leading People class with a dozen learning objectives, you
discover some new tools for gaining group consensus. You know this is something you can apply right
away to make some decisions in your work team. Returning to work, you share your ideas with your
manager only to find that what your manager really wanted you to learn was how to facilitate the
creation of a team vision. This was covered in the class, but not knowing this was why you had been
selected to attend the class, you focused your attention on what you perceived to be an important
lolskill.
Assimilate
During the learning event, you focus on assimilating the learning that resonates with you. An effective
learning event will engage you in applying what you already know in building relevant skills and knowledge
that you decide to focus on and practice in the class. If these vital elements of an effective learning event
are part of the assimilation, then you will return to work prepared to apply what you have learned. If not,
then you may have an awareness of and even a desire to apply these tools but no practical experience in
how to do it.
Apply
Applying what you have learned is where 80 percent of the learning takes place. This involves using the
skills and knowledge within your work environment that makes the learning stick, causing a behavior
change that produces desired results. In this step, it is important that you experience early success. This
early success depends on leadership support and coaching. Left on your own, you are likely to discover
unique factors in your work environment that make it difficult to apply what you have learned. The system
and often the people resist change. Since learning is changing behavior, you will encounter resistance. You
will need someone supporting you with encouragement, coaching and running interference as you
attempt to adapt your behavior.
References:
2.2 https://behavioralinquiry.com/2017/01/11/the-four-big-functions-of-behavior
2.2.2 The Social Meaning of Physical Action (Frank Dignum, Virginia Dignum, Catholijn M. Jonker)
https://www.researchgate.net/publication/300830437_The_Social_Meaning_of_Physical_Action
2.2.3 How Learning Can Change Behavior, Produce Results (Bill Wilder)
https://www.reliableplant.com/Read/28781/learning-change-behavior

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2.2.

Pattern of human behavior

Access, Attention, Escape and Sensory

Let’s take a look at these four classes of maintaining functions:

2.2.1 Behavior resulting from development at different ages

1. Babies (0-2 years)

2. Early Childhood (2-6 years)

3. Middle Childhood (6-12 years)

4. Teenagers (12-18 years)

5. Early Adulthood (18-40 years):

6. Middle Adulthood (40-65 years):

7. Older Adulthood (65+ years):

2.2.2 Behaviour resulting from social refinement

2.2.3 Behaviour resulting from Learning

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