This study utilized descriptive assessment methods to develop hypotheses regarding the function of mealtime behavior problems for three typically developed children. Functional treatment was evaluated in the natural setting with the caregivers as the change agents. Overall, results of the descriptive assessment suggested that each child's problem behavior was maintained by escape and, to a lesser extent, attention. In addition, this study suggested that direct observation was more reliable than a behavioral interview or questionnaire in acquiring the information necessary to develop hypotheses on factors maintaining a child's mealtime behavior problems. Finally, a functional treatment package, comprised of extinction, stimulus fading, and reinforcement of appropriate eating behaviors, implemented by the caregivers, was effective in decreasing the mealtime behavior problems for two of the children who continued in the study, thus providing support for the hypotheses developed from the assessment.

Research in the area of behavior support has repeatedly demonstrated the positive effects of learning more effective and efficient communication on the challenging behaviors of individuals with developmental disabilities. More recently, augmentative and alternative communication strategies have been receiving increased attention as primary teaching goals for young children with autism. Use of picture exchange and choice making opportunities has been reported to facilitate speech acquisition and/or result in increased communicative attempts across daily routines. The following case study examines the effects of picture exchange on the severe aggressive behavior of a preschooler with autism, at risk of losing his integrated school placement. Picture exchange was introduced within two play routines in the classroom. The effects of picture exchange on the student's aggression were evaluated within a multiple baseline design. Results indicated that the student's aggressive behavior was eliminated in a brief amount of time once picture exchanges were in place. These finding are discussed in terms of integrating augmentative communication into behavioral support planning, and future research in this area.

In this case study, a nonexperimental description is provided of the effects of access to community activities, functional communication training, and living situations on severe self-injury, assault, and property destruction by a 35 year-old man diagnosed with autism and moderate mental retardation. Functional assessments were conducted on an ongoing basis. Based on these assessments, hypothesis-driven intervention decisions made it possible to convert the use of restraint as a crisis management strategy into an intervention strategy. Problem behaviors decreased rapidly following the introduction of a communication strategy and this reduction was maintained after he moved to his own home for the remaining 35 months of the study. Significant improvements in his quality of life were apparent following the move to his own home. The development and implementation of the man's intervention plan was consistent with the recommendations of Carr et al. (1999a) regarding best practices in the area of community-based positive behavioral support and illustrates an approach to making complex intervention decisions through ongoing functional assessment, hypothesis generation, and analysis of behavioral data.