Objectives:
This cross-sectional pilot study on a Polish sample aimed to analyze the phenomenon of challenging behaviors in students with ASD attending special schools. Specifically, the study examined their types, severity, functions, and relationships with the level of adaptive behaviors.

Methods:
The study included 53 students with ASD exhibiting challenging behaviors in a school setting. Data on the severity and frequency of these behaviors (BPI-01), the functions of the most problematic behaviors (QABF), and adaptive skills (ABAS-3) were provided by teachers. Information regarding students’ health and sensory functioning was collected from their parents.

Results:
Exploratory data analyses revealed correlations between the level of intellectual functioning and the nature and severity of behaviors, as well as significant variability in the functions of challenging behaviors. All domains of adaptive functioning, as well as General Adaptive Composite, showed negative correlations with self-injurious and stereotypical behaviors.

Conclusions:
The collected data highlight the importance of assessing behavior functions, intellectual level, and adaptive skills when selecting intervention strategies. They also suggest the validity of teaching recognition and expression of needs as a potential method for minimizing difficulties in the daily functioning of individuals with ASD.