Problem:
Develop this further: "Prior to developing this protocol, multiple sources of assessment data were thoroughly reviewed. These sources included the Steven Mall School Individualized Education Program (IEP), a Functional Assessment Interview (FAI), a Functional Assessment Screening Tool (FAST), and the Motivation Assessment Scale (MAS). Additionally, direct observations of behavior were conducted across both school and home settings. Need Assignment Help?
Based on these measures, it was determined that Benjamin's tantrum behavior was most likely to occur under several specific conditions. First, tantrums were prevalent when transitions were required. Second, they tended to occur when demands were placed on him. Third, tantrums followed the denial or removal of preferred items or activities. Fourth, changes in routines that were unexpected also led to increased tantrum occurrences. Lastly, tantrums were more likely when communication breakdowns occurred.
The consequences that consistently followed Benjamin's tantrum behavior included several factors. Adults often provided attention and soothing in response to these behaviors. Additionally, there was a removal or reduction of demands placed on him, which also contributed to the occurrence of tantrums. Furthermore, access to preferred items was frequently granted following a tantrum, as well as access to a calm or low-demand environment.
These findings suggest that Benjamin's tantrum behavior is primarily maintained by two factors: Escape/Avoidance and Access to Tangibles/Attention."
Using the following information. "Based on data collected from the Functional Assessment Interview (FAI) with Benjamin's mother, Motivation Assessment Scale (MAS), Functional Assessment Screening Tool (FAST), and direct ABC observation data gathered across February 16, 17, and 22, 2026, it is hypothesized that Benjamin's tantrum behaviors are maintained by socially mediated reinforcement-specifically escape/avoidance and access to tangibles or attention. This pattern was observed consistently across both school and home environments.
When demands are placed, transitions occur, or access to preferred materials is denied, Benjamin consistently engages in tantrum behavior-crying, yelling, dropping to the floor, hitting, or throwing objects-in order to terminate or delay the non-preferred task or to obtain access to a preferred item or adult attention. For example, on February 16, when asked to transition from a coloring activity to story time, Benjamin yelled "No, no, no," cried, and hit with an open hand until the aide modified the task and allowed him to remain seated. On February 17, when told to stop cutting and clean up, Benjamin escalated to throwing scissors and paper, crying, yelling "stop, stop, mine," and hitting peers, which resulted in staff terminating the demand and assisting with cleanup. At home on February 22, when denied access to the iPad, Benjamin cried, yelled "mine, mine," hit, pinched, and kicked, and his mother eventually gave him the iPad.
Caregiver input collected through the FAI strongly supports these findings. Mrs. Martinez reported, "If I tell him to stop playing or do something else, he cries and throws himself on the floor. Once I calm him or give him what he wants, he stops almost immediately." Her statements confirm that both escape from demands and access to preferred stimuli function as reinforcers for Benjamin's tantrum behavior.
The MAS and FAST results further substantiate these reinforcement patterns, with both assessments yielding elevated scores in the "escape" and "attention/tangible" categories. This convergence of indirect and direct assessment data provides strong empirical support for the functional hypothesis. As Hanley, Iwata, and McCord (2017) explain, "agreement among multiple sources of data strengthens the validity of a functional assessment and increases the likelihood that interventions based on those data will be effective" (p. 501). Similarly, Beavers, Iwata, and Lerman (2013) emphasize that decades of research have shown escape and attention are among the most frequent social functions maintaining problem behaviors.
Additionally, Slaton, Hanley, and Raftery (2017) highlight the importance of integrating caregiver interviews and naturalistic observations, noting that "interview-informed synthesized analyses provide a more ecologically relevant representation of behavioral contingencies" (p. 868). By combining across measures, this assessment aligns with best-practice standards in functional behavior analysis.
Overall, the cumulative data suggest that Benjamin has learned that engaging in tantrum behavior reliably results in task removal, adult attention, or access to preferred items-outcomes that strengthen and sustain the behavior across settings. This consistent reinforcement pattern maintains the behavior's persistence and intensity (Cooper, Heron, & Heward, 2020).
Therefore, when task demands are placed, transitions occur, or access to preferred items or activities is denied, Benjamin engages in tantrum behavior (crying, yelling, dropping to the floor, hitting, or throwing objects) to escape or avoid non-preferred situations and to gain access to preferred tangibles and adult attention. This behavior is maintained by the predictable delivery of escape and attention following tantrum episodes, increasing its recurrence across both home and school settings.
Intervention strategies developed from this hypothesis should prioritize functional communication training (FCT) to replace tantrum behavior with appropriate requests for breaks, help, or access to items, while systematically teaching Benjamin to tolerate transitions through reinforcement and gradual exposure procedures (Hanley et al., 2017; O'Neill et al., 2015). "