Theses and Dissertations

Issuing Body

Mississippi State University


Gadke, Daniel L.

Committee Member

Stratton-Gadke, Kasee K.

Committee Member

Henington, Carlen D.

Committee Member

Armstrong, Kevin J.

Date of Degree


Original embargo terms

Visible MSU Only 2 Years

Document Type

Dissertation - Open Access


Educational Psychology

Degree Name

Doctor of Philosophy


College of Education


Department of Counseling, Educational Psychology and Foundations


A critical step in addressing problem behavior is identifying the function of problem behavior, or reason for engaging in the problem behavior, using functional analysis (FA). Individuals with CHARGE Syndrome engage in problem behaviors that vary across topographies and etiology (e.g., pain, anxiety, sensory concerns; Hartshorne et al., 2017). The literature has illustrated time and time again the effectiveness of these procedures across populations, settings, age groups, and topographies of behavior; however, no studies have been documented exploring the utility of FA procedures with individuals with CHARGE Syndrome. The current study completed brief functional analyses (Northup et al., 1991) with individuals diagnosed with CHARGE Syndrome who presented with problem behavior. Participants included individuals between the ages of 8 to 22 years old diagnosed with CHARGE Syndrome and presenting with problem behaviors. Results indicated that BFA procedures were successful in identifying the function of problem behavior with 4 out of 5 participants.