The Use of Additional Analyses to Clarify the Functions of Problem Behavior

Abstract

Functional analysis methodology has proven useful for identifying environmental contingencies that influence problem behavior. Extensions of traditional functional analysis methodology have shown that problem behavior may only occur in specific contexts or be influenced by multiple or idiosyncratic sources of reinforcement. When these contexts or sources of influence are not assessed in a functional analysis (FA), further assessment may be necessary to identify the specific antecedents and consequences that influence behavior. In the current study, initial FA results identified a specific source(s) of reinforcement for the problem behavior of two preschool children. Function-based treatments were implemented to increase appropriate behavior and decrease problem behavior; however, treatment did not result in clinically-significant reductions in problem behavior in all cases. Additional within-session analyses and experimental analyses were used to clarify the functions of problem behavior, and modified function-based treatments were used to decrease problem behavior and increase appropriate behavior. Finally, these treatments were taught to the classroom teachers to implement throughout the day.