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In Module 6, you’ll learn about the functional assessment of behaviours that challenge. A functional behaviour assessment collects information about a person and the challenging behaviour that they engage in. It identifies where, when and with whom a behaviour is likely to occur. A functional assessment also identifies the reasons behind the occurrence of a behaviour that challenges.

In Lesson 1, you’ll learn about behaviours that challenge. We’ll examine what it is that leads to a behaviour being labelled as “challenging” and how we can use our knowledge of the four-term contingency to identify the function of a challenging behaviour.

In Lesson 2, we’ll look at indirect functional assessment methods and their role in the functional assessment process.

In Lesson 3, you will learn about the advantages and disadvantages of direct functional assessment methods.

In behaviour analysis, we believe that all behaviour happens for a reason. These reasons – or functions – can be divided into four pragmatic (i.e. useful for problem solving) categories. In this lesson we will look at the four categories, examine some alternative conceptualisations you may encounter in practice and discuss some common misconceptions about functions of behaviour.

When nearing the end of a functional assessment, we organise the data collected using direct and indirect functional assessment methods, and compose a summary statement based on an analysis of the data. In the final lesson of this module, we will learn about summary statements and the type of information they should provide you with.

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