Trial-Based Functional Analysis to Understand Children’s Behaviors

200 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 4, December 2021 https://doi.org/10.1177/1096250620928331 DOI: 10.1177/1096250620928331 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie is a 4-year old preschooler who enjoys playing with his friends at school. Charlie’s teacher reports that he has difficulties participating in teacher-directed large-group and small-group activities. Specifically, Charlie engages in challenging behaviors including throwing himself to the ground and leaving the group during teacher-directed activities. Charlie’s teacher thinks that he engages in challenging behaviors to escape instructional activities. The behavioral specialist, however, observes Charlie several times and suggests that he uses challenging behaviors both to escape instructional activities and to gain adults' attention. Understanding what Charlie is communicating by engaging in challenging behaviors is the first step in developing a behavioral intervention plan that meets his needs. Therefore, the teacher and behavioral specialist look for ways in which they can learn more about Charlie’s behaviors. Another behavioral specialist in the school suggests conducting a trialbased functional analysis. Persistent challenging behaviors in early childhood can interfere and disrupt children’s engagement in social and academic activities within their homes, schools, and communities (Brauner & Stephens, 2006; Division for Early Childhood [DEC], 2017). To address this concern, DEC recommends that early 928331 YECXXX10.1177/1096250620928331YOUNG EXCEPTIONAL CHILDRENShort Title / An et al. research-article2020