Functional analysis methodologies (Iwata et al., 1994) were developed as a way to determine the maintaining variables of problem behavior. By manipulating the antecedent and consequence variables in rapid fashion and comparing the rates of problem behavior across those manipulations with a control condition, the function(s) may be identified. The purpose of this study is to further analyze the visual findings deduced from a graph in order to substantiate or refute them. To accomplish this, further analysis of problem behavior within establishing operation and reinforcement periods of the functional analysis were conducted for a 6-year-old child with Autism Spectrum Disorder. Based upon visual inspection, the Functional Analysis graph showed that Cameron’s problem behaviors functioned through an escape and tangible function. Rates of problem behavior (ex: destruction and aggression) were measured during every (find exact number) session and said behaviors were determined to occur during the Stimulus Reinforcement or Establishing Operation part of each session. Since more problem behaviors occurred during the Establishing Operation part of each session, it was concluded that what brought on the problem behavior was the child’s desire to engage with desired items and to escape work tasks. Therefore, this child’s behaviors had tangible and escape functions. Indicators of the patient’s emotions (happiness and distress) were accounted for and it was found that the patient exhibited more behaviors indicative of happiness (smiling, laughing) than distress (slamming his hands down, crying) during the Stimulus Response portion of sessions comparative to the Establishing Operation portion and vice versa. These results suggest that the initial findings, which were ascertained via a visual inspection of the graph, were accurate. Future research should consider analyzing re-analysis of findings in order to avoid attaining a false positive.