Functional analysis and challenging behaviour

Challenging behaviour is likely to occur in 10–15% of people with learning disabilities. It may be caused by a number of factors, including being a learned behaviour, related to a mental illness, trauma, pain, physical illness or a neurobiological cause. It is usually considered to have a function for the individual, and functional analysis (also sometimes referred to as functional assessment) is the process by which the functions of the challenging behaviours are determined. A range of direct and indirect assessment methods are used to develop hypotheses about the function the behaviour is serving, and these usually are related to either a need for attention, a need for some form of tangible reinforcer, self-stimulation or self-regulation, or a desire to escape from an unpleasant situation. The process consists of assessment of the behaviours, their history and development, the environment in which the behaviour is displayed, reinforcers for the individual and their communication skills. Risk assessment and reactive management strategies may need to be put in place while the assessment is being undertaken. Interventions are individually based and may include changing the environment, teaching new skills, providing appropriate activities and reinforcers, and consider ways of providing positive behavioural support to the person, The behavioural supports identified will probably need to remain in place for the long term, and need to enable the individual to develop and retain a good quality of life.