A Functional Analysis of Crying - Essay Example

Functional Analysis of Crying Institution Date of submission Crying require careful examination and should be systematic in isolating it from other problems during the period of functional analyses. Populations who have a vulnerability to psychiatric interventions should have identification of variables to maintain crying. The present study based its research on functional analysis methodology to an adolescent boy who cry and are identified to have intellectual disabilities.

The outcome shows that crying sustained by the attention of a caregiver’s attention is delivered through a manner of sympathizing. Behavioral analysis is essential for identifying the variables within an environment that sustains problem behavior. Research conducted has an implication of studying tantrums or loud vocalizations and the level in which crying was included in the detailed definition of tantrums or problem behavior. Exceptionally, some research shows that crying two infants developing was maintained socially and recognizes the maintaining variables enabling the development of efficient variables.

Crying may be mistakenly related to psychiatric diagnosis if a behavior analysis fails to apply the use of behavioral analysis. A 14-year boy got some admission to an inpatient facility for the examination and treatment of aggression and disruption. His diagnosis involved q10 chromosomal deletion, intellectual disability, autism, and congenital hydronephrosis (Linng, 2013). The boy had communication problems, especially in articulating some words. He only pointed at things he needed. The session took place in a small room.

Trained observers recorded the total duration of crying. Results showed some moaning lasting for three or more seconds without or with tears. Crying may be appropriate developmentally for infants, but, prolonged, may appear to be averse to caregivers, if, in most cases, there will be no alternative skills of communication. The exact meaning of agreed coefficient across the functional analysis sessions was 96% for crying. Results show that crying may be maintained through escape or by reinforcement that is automatic.

The limitations experienced were the varying results that occurred throughout the experiment. Behavior analysis approach is essential in analyzing behaviors. The challenge concerning this approach is the varying results that occur at the end of any given experiment. This method requires careful notation of changes that occur throughout the analysis carried by an individual. It is not a dependent method that can give accurate results, but can be supported by well detailed theoretical explanations.

Although it has its weakness, this method of functional analysis is a flexible method as compared to other methods. Knowing the cause of the behavior problem experienced by the 14 –year old boy was not easy (Linng, 2013). The functional analysis method provided some possible answers that were able to give more understanding of crying problem of the boy. The functional analysis achieved to recognize that crying is a behavior that presumed to be responsive and may be sustained through a reinforcement.

Functional analysis is an appropriate method that enables one to understand behaviors and behavior problems. It is of great benefit that enables individuals to change their behaviors through acquiring new knowledge based on behavior problems. The research’s concern is the persistent cry of infants and children enables one to understand the developmental stages, which children go through from their childhood to adulthood stage. Functional analysis of behavior equips one with the necessary knowledge of treatment of various abnormalities of behaviors.

The approach provides assurance of procedural treatment required for any behavioral problems experienced by children, infants, and the adolescents. Functional analysis or rather behavior analysis offers some unique contributions to the present literature.ReferenceLynng Bowman et al, (2013). Functional Analysis of Crying. Journal Of Applied Behavior Analysis. (46,) 317–321.