The effectiveness and importance of functional analyses in identifying the cause or source of challenging behavior cannot be overstated. Although standard functional analyses are effective, they tend to be time-consuming and resource-intensive. Additionally, research shows that functional analyses are rarely conducted in early childhood education settings. Therefore, there is a critical need to explore alternative methods that can provide the same effectiveness as standard functional analyses while requiring less time and resources. Functional analyses play a crucial role in identifying the causes of problem behavior. While standard functional analyses are effective, they are often time-consuming and resource-intensive, and research shows they are rarely used in early childhood education settings. Thus, there is a need for alternative methods that maintain this effectiveness but require fewer resources. In this context, the study investigates the effectiveness of functional analyses to determine the function of challenging behavior in a child with autism within a classroom setting. The findings indicate that this approach is effective in identifying the function of head hitting. The study endorses the effectiveness of a trial-based identification of the challenging behavior and the design and implementation of a function-based intervention to successfully reduce the challenging behavior in the child with autism.