This study examines the role of functional analysis as the basis for development of management programs for preschool children with disabilities. Behavior management programs based on scientific analyses of the functions of behavior were designed for three children with developmental disabilities. Staff associated with the children who were uninvolved with the functional analysis were asked to informally identify the functions of behavior for each of the participants' respective target responses. Results of comparisons of scientific and informal functions of behavior are presented, along with a discussion and recommendations for functional analysis decision making and practices.
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