Multifaceted Approach to Addressing Problem Behaviors in Developmentally Challenged Children.

Kim et al. (2024) wrote a how-to guide, not a lab test.

They explain why you must watch what happens right before and right after a child hits, bites, or rocks.

The paper is built for clinicians who treat autism and other developmental disabilities.

The authors say the same topographies—head-banging, hand-flapping, screaming—can be fed by different pay-offs.

One child’s SIB is all about escape. Another’s is all about getting a hug.

If you skip the A-B-C probe you will pick the wrong fix and the behavior will bounce back.

Staats et al. (2000) proved the point with four kids. Stereotypy only dropped when FCT gave the exact reinforcer the brief FA had revealed.

Carr et al. (1985) showed the first FCT recipe: teach a quick phrase or sign that earns the same reinforcer the problem behavior used to grab.

Boyle et al. (2024) extends the idea to behaviors with more than one function. They tell you to test each reinforcer one by one, then blend treatments.

Neely et al. (2025) picks up after treatment wins. They warn that lapses are normal and give a relapse-watch checklist.

You can start Monday. Run a short A-B-C sheet during the usual routine. Note what triggers the behavior and what the child gains.

Use that guess to pick your first replacement skill. If escape is the pay-off, teach “Break please.” If attention is the pay-off, teach “Play with me.”

Re-check after a week. When the data flatten, you will know the function was right and the plan is working.