The authors conducted descriptive and experimental analysis of problem behaviors in the homes of 5 children. The children's parents were actively involved in the descriptive assessment and manipulated potential controlling variables during the experimental analysis. The information obtained from each functional assessment method (e.g., behavioral interview, direct observation assessment, experimental analysis) indicated the same function for each child's problem behavior. Based upon the results of the descriptive analysis, experimental analysis conditions were designed to test specific hypotheses regarding the function of the challenging behavior. Through the brief experimental analysis, we verified the function of the children's problem behaviors in four to six sessions. Interventions involving functional communication training (FCT) were implemented based upon the assessment results for 2 of the children. The effectiveness of FCT for these 2 children validated the functional assessment results. The study employed parents in their natural environment and suggested that functional assessment procedures may be useful and/or practical in natural settings.

We investigated the effectiveness of a simplified program for the treatment of stuttering in children. The simplified treatment induded awareness training, in which the subjects learned to detect every occurrence of stuttering; training a response incompatible with stuttering, which involved relaxation and regulation of air flow over the larynx when speaking; and social support, which involved parentdelivered prompts and praise of children's use of the techniques in everyday environments. Eight children were treated in their homes with the simplified treatment, in a multiple baseline across subjects design, and all reached the criterion level of less than 3% words stuttered. In addition, the reduction in stuttering generalized to the school setting and was maintained at posttreatment (10 to 13 months). The subjects' rates of speech remained stable throughout baseline and treatment. Pretreatment and posttreatment ratings by the parents showed that they found treatment to be both acceptable and credible. Finally, social validity measures revealed a noticeable improvement in the subjects' speech to parents and speech pathologists.

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Considerable research has focused on challenging behaviors (e.g., aggressive/disruptive, self-injurious) in children and adults with developmental disabilities over the past 25 years. Numerous behavioral interventions have been evaluated with results showing varied degrees of success. Recently, researchers have begun developing functional assessment methods to analyze contingencies maintaining challenging behaviors. This has led to the development and evaluation of functional interventions. In this article the literature on functional assessment and treatment of challenging behavior in children with developmental disabilities is reviewed. Following a review of the studies evaluating functional assessment and treatment approaches, we discuss the implications for early childhood and issues for future research in this area.