Since the re-authorization of the Individuals with Disabilities Education Act of 1997 functional assessment has become popular in designing interventions for people with challenging behaviour. The purpose of this study was to assess the applications of functional and structural analysis in the assessment of problem behaviour. The study analysed the extent to which studies either utilized functional or structural analysis methods and whether these studies were conducted in applied or analogue settings. Results of the study showed that 95% of the 101 studies were functional analysis studies while 5% were structural analysis studies. The studies also indicated that 94% of the studies were conducted in analogue settings against 6% conducted in applied settings. (Contains 1 figure.)