When we conduct a functional behavior analysis with a student with autism we assume that

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When conducting a functional behavior analysis with a student with autism, we assume that every behavior has a communicative intent. This means that even undesirable behavior serves a purpose for the student, such as gaining attention or escaping a task. By identifying the communicative intent behind a behavior, we can teach alternative appropriate behaviors to meet the same needs. This approach is based on the assumption that behavior is a form of communication for individuals with autism, and that understanding the function of behavior is essential in developing effective interventions.

When We Conduct a Functional Behavior Analysis with a Student