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A functional analysis of behavior involves the identification of the antecedents and consequences of a child’s behavior based on either direct observation or detailed reports from others. Functional analysis is based on the notion that children’s behavior is purposeful—that is, their behavior serves a function (Kamphaus & Dever, 2018). In most cases, behavior serves to maximize rewards and minimize punishments. By carefully observing events that occur immediately before and immediately after a behavior, a clinician can determine the behavior’s purpose (Beavers, Iwata, & Lerman, 2013; Kratochwill, 2014).

To perform a functional analysis, the clinician operationally defines the child’s behavior problem in clear, observable terms. Next, the clinician gathers data regarding the antecedents and consequences of the target behavior. Antecedents refer to environmental conditions that immediately precede the behavior, whereas consequences refer to conditions that immediately follow the behavior and usually reinforce it. The clinician can use information about the antecedents and consequences of the child’s behavior to plan treatment (O’Brien, Haynes, & Kaholokula, 2015).

Let’s perform a functional analysis of Sara’s school refusal based on detailed reports from her mother (Figure 4.1). We can operationally define “school refusal” as Sara’s requests to avoid school because of at least one physical complaint (e.g., headache, nausea). Then, we will ask her mother to report the antecedents of her refusal. She says that Sara experiences physical problems only on school days (never on weekends) and only in the morning (never during school hours). Finally, we will try to identify the consequences of her refusal. How do her parents respond to her begging and tantrums? Her mother reports that she usually gives in to Sara’s requests and allows her to stay home. Her acquiescence quiets Sara, who tends to feel better by midday. These findings suggest that her mother’s decision to allow Sara to stay home negatively reinforces her behavior by allowing her to avoid an unpleasant stimulus (i.e., going to school). Consequently, Sara is more likely to refuse school in the future.

Review

 Clinicians can observe children’s behavior during the diagnostic interview, while performing analog tasks at the clinic, or in naturalistic settings like school.

 A functional analysis of behavior adopts the ABC model: (A) the antecedent that elicits the behavior, (B) the behavior itself, and (C) the consequence that maintains the behavior over time.

 Clinicians can change children’s behavior by altering antecedents or consequences.