A functional analysis was performed on a five-year-old nonverbal Autistic female with severe self-injurious behaviors. The self-injurious behaviors (hand-to-head, hand-to-jaw, hand-to-face) and loud vocalizations were targeted. Two types of sessions, enriched environment and instructor controlled preferred stimuli, were alternated throughout the functional analysis. Keywords: Functional analysis, establishing operations, autism, self-injury Introduction Much of the research on establishing operations and functional analyses that has been conducted has focused on setting events such as deprivation and satiation (Iwata, Smith, & Michael, 2000). The correlation between intensity and frequency of self-injury and deprivation and satiation of attention, escape, and tangibles as reinforcement is that the intensity and frequency does increase in the respective cases (e.g., Worsdell, Iwata, Conners, Kahng, & Thompson, 2000; Fischer, Iwata, Worsdell, 1997). The purpose of this study was to determine the maintaining variable of the loud vocalizations and self-injury and whether or not attention as an establishing operation had an effect on frequency of the behavior. A similar study was conducted (Ringdahl, Winborn, Andelman, and Kitsukawa, 2002) to determine the effects of noncontingent attention as reinforcement during a functional analysis targeting self-injurious behavior (SIB). The results of that study yielded that the subject's self-injurious behaviors were elevated during the condition in which no other stimuli was available except for the therapist's attention. This was opposed to the control condition in which the therapist's attention and alternative stimuli were available continuously. In this study attention was targeted as an establishing to gain access to tangibles and to escape tasks. Method Subjects and Setting One non-verbal female, age 5, served as the subject. Kaitlyn was enrolled in a public school district and was homebound for most of the school year. Before the functional analysis was conducted Kaitlyn was receiving approximately 1-2 hours of services at home, which involved mostly reinforcer pairing by the special education instructor. Kaitlyn functioned on a eighteen month level and engaged in high rates of severe self-injury (hand-to-head, hand-to-jaw, hand-to-face, hand-biting). Kaitlyn also had no self-help skills and could not perform the function of turning on a television. Procedure The conditions controlled for during the functional analysis are described below: 1. Control Condition-Noncontingent therapist attention and preferred stimuli. 2. Attention Only Condition-15 seconds of therapist attention for target behaviors. 3. Attention-Enriched Condition-Noncontingent access to preferred stimuli and 15 seconds of therapist attention for target behaviors. 4. Divided Attention Only Condition-15 seconds of therapists' attention for target behaviors. 5. Divided Attention-Enriched Condition-Noncontingent access to preferred stimuli and 15 seconds of therapists' attention for target behaviors. 6. Alone Only Condition-Client remained alone with no preferred stimuli during this condition. 7. Alone-Enriched Condition-Client remained alone with Noncontingent access to preferred stimuli. 8. Tangibles Condition-Access to preferred items for 15 seconds for target behaviors. 9. Escape Condition-Escape room task for 15 seconds for target behaviors. Each session controlled for a different condition. There were 15 sessions and each lasted 10 minutes. A control condition was run initially, followed by the attention only and attention-enriched conditions, respectively. A second control condition was run, then divided attention, divided attention-enriched, control, alone only, alone-enriched, control, 2 tangibles sessions, escape, tangibles, and divided attention. …