Previous investigators have analyzed the maintaining conditions for aberrant behaviors using brief functional assessment procedures. These assessment procedures have been used in one of our outpatient clinics, the Self-Injurious and Aggressive Behavior Service. This study presents a descriptive summary of the results from 79 cases during a 3-year period. The outcomes of the brief assessment were evaluated across three variables: (a) referring topography, (b) control over behavior as evaluated through brief multielement designs, and (c) the identified maintaining conditions for aberrant behavior. The limitations and future utility of brief functional assessments for identifying distinct maintaining contingencies are discussed.

We trained parents to conduct functional analyses and functional communication treatment for 28 young children with developmental disabilities who displayed aberrant behavior. Of this sample, 22 parents conducted treatment for at least 3 months and 11 for 1 year. We conducted single-case analyses of the results of assessment and treatment. The functional analysis identified social functions (positive and negative reinforcement) for 86% (24 of 28) of the children. Treatment resulted in a pre/post decrease in aberrant behavior averaging 87% across the range of children, with the greatest decrease occurring at 3 months. Appropriate social responding increased, on average, by 69% across the range of children. Decreases in aberrant behavior were demonstrated in all children, and all except one child displayed increased social behavior during treatment. On a measure of parent-rated treatment acceptability, ranging from 1 (not at all acceptable) to 7 (very acceptable), the average overall acceptability was 6.35.

A four-phase study was conducted in the homes of 4 young children who displayed aberrant behavior. Phases 1 and 2 consisted of a series of descriptive and experimental analyses to identify the environmental antecedents and consequences that controlled aberrant behavior. Phases 3 and 4 evaluated the short-and long-term effects of treatment on aberrant behavior, target mands, and collateral (social and toy play) behaviors. The effects of treatment were monitored for up to 27 months to assess long-term suppression of aberrant behavior. The assessment results successfully identified environmental events that occasioned and maintained aberrant behavior for all children. The short-term treatment resulted in immediate decreases in aberrant behavior for 3 of 4 children. Longterm treatment was successful for all children and was correlated with substantial response generalization. These results are interpreted in relation to functional equivalence, pivotal responding, and response generalization.

In the current investigation, a modification was made to the preference assessment described by Pace, Ivancic, Edwards, Iwata, and Page (1985) to predict the effects of stimuli when used in a differential-reinforcement-of-other-behavior (DRO) schedule for 2 clients with severe self-injurious behavior (SIB) and profound mental retardation. Based on the results of the preference assessment, three types of stimuli were identified: (a) high-preference stimuli associated with high rates of SIB (HP/HS), (b) high-preference stimuli associated with relatively lower rates of SIB (HP/LS), and (c)low-preference stimuli associated with low rates of SIB (LP/LS). Consistent with the results of the preference assessment, the DRO schedule with HP/HS stimuli resulted in increased SIB, and the DRO schedule with LP/LS stimuli resulted in no change in SIB when used in a DRO schedule. Thus, the stimulus preference assessment may be useful clinically in some situations for predicting both the beneficial and the negative side effects of stimuli in DRO procedures.

We conducted a functional analysis of distinct topographies of aberrant behavior displayed by 4 clients. We first analyzed the behaviors in an aggregate fashion and then separated the behaviors to formulate hypotheses about the maintaining variables for each behavior. The procedures were used in a two-phase experiment. During Phase 1, two extended functional analyses were completed, one in an inpatient unit and one in a special education classroom. During Phase 2, two brief functional analyses were completed in an outpatient clinic. Results indicated that hypotheses of separate functions for distinct behaviors can be generated using both extended and brief functional analyses when the results are graphed in the aggregate and are separated by response topography. The results also suggest that these methods can improve the accuracy of data interpretation and treatment selection.