There has been considerable research addressing functional assessment procedures, but little direct comparison of the practical utility of different methods of assessment. The aim of this study was to examine three different methods of conducting functional assessments of problem behaviours of a child with autism. Data obtained through indirect, direct and experimental functional assessment methods in both a classroom and playground setting were compared. Although results from both the indirect and direct observation methods gave some indication of the possible function of the target behaviour, the functional analysis provided conclusive results that the behaviour was maintained by access to preferred activities/tangibles. A brief trial of an intervention based on these results was effective in reducing problem behaviour and increasing desired behaviour.
