Maladaptive behavior refers to actions or patterns that interfere with a child’s ability to adjust to particular situations or environments. It can also have an impact on a child’s social interactions.
While all children struggle at times, maladaptive behavior may persist in ways that interfere with learning or development or disrupt daily routines. For families of children with autism, understanding the definition of maladaptive behavior is an important first step toward finding support.
At BlueSprig, we work with families every day to identify these patterns and replace them with skills that help children thrive. This article explains what maladaptive means, provides real examples, and shows how evidence-based ABA therapy can help address these behaviors.
The APA Dictionary of Psychology describes maladaptive behavior patterns as ones that are counterproductive or get in the way of healthy functioning, such as interacting successfully with one’s environment and coping with the stresses of daily life. In other words, engaging in maladaptive behaviors is the opposite of adaptive, which refers to when one is adjusting to their environment in a healthy way. A clear maladaptive behavior definition focuses on whether the behavior interferes with a child’s ability to adjust, communicate, learn, or participate in everyday routines.
An individual will often engage in a maladaptive behavior to avoid or escape an uncomfortable situation because they do not have the skills to solve problems appropriately. For some children with autism spectrum disorder, maladaptive behaviors may be connected to communication challenges, difficulty coping, sensory needs, or other factors. For example, if a child does not have the skills to say “I need a break,” they might tantrum or hit when a parent tells them to clean their room.
Maladaptive behaviors can be reduced or eliminated by giving a child with ASD the power to communicate their wants and needs. With enough practice using functional communication, your child is more likely to communicate appropriately and less likely to communicate via maladaptive behaviors.
Maladaptive behavior examples vary widely depending on the child, their environment, and their developmental stage. Below are some of the most common.
Related: Tips For Managing Tantrums for Your Child With Autism
These behaviors may be linked to unmet needs, communication challenges, sensory sensitivities, or difficulties with emotional regulation, but the reason varies for every child and should be assessed individually. For children with more significant or complex needs, BlueSprig’s specialty services may provide additional support at select locations when clinically appropriate.
Behavior generally serves a purpose or is influenced by identifiable factors, even when these are not immediately obvious to caregivers. Common reasons may include:
The first step in reducing or eliminating maladaptive behaviors is to identify why your child is engaging in the behavior. In Applied Behavior Analysis (ABA), we do this by looking at patterns in what is occurring directly before and directly after the problem behavior occurs and working to understand what your child is trying to tell you. This could include things like:
Here is what the attention function can look like at home over time.
Maladaptive behaviors start small while the child is small. One example of this could be a light slap to a caregiver to tell them “Look at me.” Or it could be throwing one toy onto the floor when the child gets bored and wants something else to play with. At this point, the child is small and so is the problem. As the child gets older, these behaviors will also get bigger if they are not addressed. A slap from a four-year-old will look much different compared to a slap from a sixteen-year-old.
As the child gets bigger a caregiver might say enough is enough and instead of giving the child attention when they slap, the caregiver might try ignoring the child. When a child is ignored, they will likely try more extreme behaviors such as biting or pulling hair along with the slap. At this point, the caregiver is caught off guard and will likely give the child attention, such as saying “that hurt” while backing away. Now, when the child wants attention, they might go straight to biting or pulling hair.
As a parent, it is tough not to blame yourself for your child’s behaviors. But there is no way of knowing that the slap from the four-year-old could turn into hitting and biting at the age of sixteen. We all do the best we can with the information we currently have. All you can do is move forward by identifying where your child is currently and where they need to be in order to live the least restricted life possible.
ABA therapy for maladaptive behavior focuses on identifying why a behavior occurs and teaching the child a more appropriate way to meet that same need. This approach is individualized, data-driven, and based on evidence-based principles of how children learn and adapt.
To begin, a Board Certified Behavior Analyst conducts a functional behavior assessment. This process involves observing the child, gathering data, and talking with caregivers to identify patterns. The goal is to determine what triggers the behavior and what the child gains from it.
Once we understand the function, we can design a treatment plan that responds to the child’s needs rather than focusing only on what the behavior looks like.
The next step is teaching replacement behaviors: appropriate actions that serve the same function as the maladaptive behavior. For example, if a child hits in order to escape a difficult task, we teach them to request a break using words, gestures, or a communication device.
Replacement behaviors are chosen based on the child’s current skills and the demands of their environment. They’re taught systematically, reinforced consistently, and practiced across settings to help the skills carry over beyond therapy sessions.
Prevention is just as important as response. Antecedent strategies involve modifying the environment or routine to reduce the likelihood that maladaptive behavior will occur in the first place. This might include providing visual schedules, offering sensory breaks, or adjusting task difficulty.
By addressing triggers proactively, we help children stay regulated and reduce their reliance on maladaptive patterns.
When a child uses a replacement behavior successfully, we reinforce it immediately. Positive reinforcement increases the likelihood that the child will use the new skill again. Over time, appropriate behaviors become more automatic and maladaptive behaviors decrease.
Parents and caregivers play a vital role in reducing maladaptive behavior. While ABA therapy provides structured intervention, consistency at home reinforces what the child is learning. Here are some strategies that help:
For example, if you know that going into a store typically results in buying your child a toy, agree to do so as you go into the store. What you don’t want to do is tell your child no to the toy and wait until the child is having a tantrum in the store for 30 minutes before giving up and getting the toy. It is better to reinforce the child saying “can I get a toy” multiple times than it is to reinforce a tantrum in the store.
Only place demands on your child when you know that you will be able to follow through. Know when you are most likely to give in, such as when you first wake up, at bedtime, or in public areas, and limit demands during these times. It is okay to decide that you will not place a demand in moments where you know you will not follow through if your child happens to engage in problem behaviors.
If your child with autism frequently engages in maladaptive behaviors once you have placed a demand for them to complete a task, identify what your child is willing to do free of problem behavior and start there. This could include cutting a worksheet in half so that the child sees they only need to complete two work problems instead of five. This could also mean that you pick up half of your child’s toys and then ask them to clean up the rest.
Never place a demand in the form of a question to which the child can respond with “no.” In some situations, it is okay to ask yes or no questions, such as “do you want a cookie?” But when you are asking your child to brush their teeth you never want to ask, “can you brush your teeth?” Instead, you want to give clear instructions such as, “I need you to brush your teeth before you watch TV.”
Using first/then is all about changing the order of events while also identifying what your child is willing to work for. It is nearly impossible to get a child to put their tablet down to go clean their room, but if a child is told, “first clean your room then you can use your tablet” they will most likely agree to these terms if they have had limited access to their tablet throughout the day.
A visual can be anything from a picture schedule to a chore list. A picture schedule can help a young child with the steps of brushing teeth or lists of activities for the day. A visual might also be helpful with an older child who needs reminders of expectations throughout the day. Simplify the visual and make it fun!
Learn more: Creativity in ABA Programming
If a child’s only way to escape an aversive situation is to tantrum, you will likely see tantrums as the go-to. But, if you teach your child that appropriate communication works to avoid an aversive (I need more time, break please, stop, not right now) you give that child an alternative to the tantrums.
If maladaptive behavior is affecting your child’s safety, learning, or quality of life, consider reaching out for professional support. Seeking support early can help families understand the behavior and identify appropriate next steps.
At BlueSprig, our board-certified clinicians provide compassionate, research-informed care through center-based services and, where available and clinically appropriate, home- and community-based services. We work with families to build individualized treatment plans that address each child’s unique needs and goals.
Ready to take the next step? Find an ABA Therapy Center Near You and fill out our form to connect with a Care Coordinator, who can answer your questions and schedule an assessment. We’re here to help your child build skills that can support growth, independence, and confidence.
If your child has been diagnosed with autism and is showing maladaptive behaviors and you would like to consider ABA therapy, learn more about getting started or contact Trumpet Behavioral Health.
If you would like more information and resources about ASD here are a few options:
Autism Resource Center
Autism Society
Mayo Clinic
CDC ASD Resources
Autism Spectrum Disorder Fact Sheet
Amanda George
Clinical Director
Amanda George, PhD, BCBA, LBA, has more than 10 years of experience in the field of Applied Behavior Analysis (ABA). She has been with BlueSprig Pediatrics for nearly seven years and currently serves as the Clinic Director of the Glendale, Arizona, center. In addition to her clinical work, Amanda is...
