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Functional Assessment for Challenging Behaviors pp 159–177Cite as

Scaling Methods of Functional Assessment

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Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

Challenging behaviors are common in those with developmental disabilities (DD) and intellectual disabilities (ID) (Matson, Cooper, Malone, & Moskow, 2008; Matson, Kiely, & Bamburg, 1997; Murphy et al., 2005) and also in typically developing children with emotional and behavioral problems (Brestan & Eyberg, 1998). Estimates suggest that in those with DD, such as Autism Spectrum Disorders (ASD), 8–17% of individuals exhibit challenging behaviors (Emerson & Bromley, 1995; Kiernan et al., 1997; Lowe et al., 2007). These behaviors range from physical aggression (i.e., hitting, kicking, and biting others) to self-injurious behavior (SIB; i.e., hitting self, head banging, skin picking) to property destruction. While severe challenging behaviors are common in those with DD and ID, a similar number of typically developing children also exhibit challenging behaviors that may lead to emotional and behavioral disorders later on (Webster-Stratton, 1997). It has been well established in the literature that the most effective treatments are interventions based on the functions of the behavior (DuPaul & Ervin, 1996; Gettinger & Callan Stoiber, 2006). As such, functional assessments have grown in popularity. One review found that previous to 1985, approximately 35% of studies which used behavioral intervention for aggressive behavior in those with DD or ID used some form of functional assessment. However, this percentage increased to 71% for more recent studies which used functional assessment (Hile & Desrochers, 1993). Functional assessments allow for the identification of the maintaining factor of the behavior so that prevention and intervention strategies can be added to a treatment program, as well as replacement behaviors which allow the person to achieve the goal of the challenging behavior by more appropriate means. Furthermore, functional assessment for each challenging behavior is required as topographically similar behaviors may serve drastically different functions (Iwata et al., 1994).

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Authors and Affiliations

  1. Louisiana State University, Baton Rouge, LA, 70803, USA

    Megan Sipes

  2. Department of Psychology, Louisiana State University, Baton Rouge, LA, 70803, USA

    Johnny L. Matson

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    Johnny L. Matson

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Sipes, M., Matson, J.L. (2012). Scaling Methods of Functional Assessment. In: Matson, J. (eds) Functional Assessment for Challenging Behaviors. Autism and Child Psychopathology Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3037-7_10

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