Practical Functional Assessment and Treatment Notebook (Revised: March, 2018)

by Gregory P. Hanley, Ph.D., BCBA-D

(for notes)

Relevant abbreviations:
IISCA: Interview-informed, synthesized contingency analysis
BCBA: Board Certified Behavior Analyst
EO: Establishing operation SR: Synthesized reinforcement
BL: Baseline EXT: Extinction
FCT: Functional communication training FCR: Functional communicative response
TR: Tolerance response CAB: Contextually appropriate behavior
TBPD: Time-based progressive delay CBPD: Contingency-based progressive delay
SBT: Skill-based treatment; consists of intermittent and unpredictable reinforcement of three life skills
(communication, toleration, and contextually appropriate behavior [also referred to as compliance])

Seminars by Gregory Hanley, Ph.D., BCBA-D 1|Page

Tips for conducting open-ended caregiver interview

Use the interview available below. All questions need not (and probably should not) be asked of every caregiver.
Several examples of questions that might yield similar information are listed together; analysts may choose versions
they feel comfortable with, and might consider asking different versions of the same question if the original question
does not yield sufficient information. Analysts should stop asking a particular type of question when they have
gathered enough information to design an IISCA.

The open-ended interview meeting may also be used to familiarize new clients with general service guidelines and
procedures. The interview itself, however, rarely takes more than 45 minutes and can take as few as 10.

Here are 10 tips to increase the odds of a successful interview:

1. Always remember the 3-part mission with interview in order to stay on task:

• Identify and define most severe problem behavior and associated non-dangerous behaviors,
• Identify EOs that are most challenging and convenient to replicate (list materials needed),
• Identify reinforcers and precise forms of delivery (list materials needed).

2. Interview people who spend most time with child/client.

3. Interview people together when possible and facilitate consensus.

4. First ask them to vividly recount two recent serious problem behavior episodes.
• Listen for and document response class members, EO specifics, and reinforcers.
• Then ask probe questions.

5. After listening to and taking notes on the recent problem behavior (pb) episodes, be more direct and ask what
happens to evoke problem behavior (triggers) or its precursors (see questions on interview).

6. Then ask how people respond to problem behavior (consequate, redirect; see questions on interview).

7. If the 3-part mission has not been completed at this point (i.e., you have not obtained enough information to
design an analysis), ask some hypothetical questions like the ones below.

• For identifying precursors: When do you call for staff backup? When do you become vigilant about yours
or others safety? What does __________ do that gets your heart rate up because pb now seems inevitable?
• To identify possible reinforcers: For a million dollars….what would you do to turn pb OFF in 10 seconds?
What would you do to ensure pb does not occur?
• To identify possible reinforcers: For a million dollars….can you turn pb ON in 10 seconds? What are the
first things you tell new staff/teachers, or babysitters to not do around ________?

8. Be sure to find out what they love most about child/client and what the child/client most loves to do.

9. Be sure to walk the interviewees through the next steps, the analysis & treatment process.

10. Be sure to ask them what, if anything, they are worried about with the process and address concerns or modify
process as needed.

Seminars by Gregory Hanley, Ph.D., BCBA-D 2|Page

Open-Ended Functional Assessment Interview Date of Interview: ____________________
Developed by Gregory P. Hanley, Ph.D., BCBA-D
(Developed August, 2002; Revised: August, 2009)

Child/Client: __________________________________ Respondent: __________________________________

Respondent’s relation to child/client: ___________________________ Interviewer: __________________________________
RELEVANT BACKGROUND INFORMATION
1. His/her date of birth and current age: ____-_____-_________ ____yrs ____mos Male/Female
2. Describe his/her language abilities.
3. Describe his/her play skills and preferred toys or leisure activities.
4. What else does he/she prefer?

QUESTIONS TO INFORM THE DESIGN OF A FUNCTIONAL ANALYSIS

To develop objective definitions of observable problem behaviors:
5. What are the problem behaviors? What do they look like?

To determine which problem behavior(s) will be targeted in the functional analysis:

6. What is the single-most concerning problem behavior?
7. What are the top 3 most concerning problem behaviors? Are there other behaviors of concern?

To determine the precautions required when conducting the functional analysis:

8. Describe the range of intensities of the problem behaviors and the extent to which he/she or others may be
hurt or injured from the problem behavior.

To assist in identifying precursors to or behavioral indicators of dangerous problem behaviors that may be targeted in the
functional analysis instead of more dangerous problem behaviors:
9. Do the different types of problem behavior tend to occur in bursts or clusters and/or does any type of
problem behavior typically precede another type of problem behavior (e.g., yells preceding hits)? Are there
behaviors that seem to indicate that severe problem behavior is about to occur?

To determine the antecedent conditions that may be incorporated into the functional analysis test conditions:
10. Under what conditions or situations are the problem behaviors most likely to occur?
11. Do the problem behaviors reliably occur during any particular activities?
12. What seems to trigger the problem behavior?
13. Does problem behavior occur when you break routines or interrupt activities? If so, describe.
14. Does the problem behavior occur when it appears that he/she won’t get his/her way? If so, describe the
things that the child often attempts to control.

To determine the test condition(s) that should be conducted and the specific type(s) of consequences that may be
incorporated into the test condition(s):
15. How do you and others react or respond to the problem behavior?
16. What do you and others do to calm him/her down once he/she engaged in the problem behavior?
17. What do you and others do to distract him/her from engaging in the problem behavior?

In addition to the above information, to assist in developing a hunch as to why problem behavior is occurring and to assist in
determining the test condition(s) to be conducted:
18. What do you think he/she is trying to communicate with his/her problem behavior, if anything?
19. Do you think this problem behavior is a form of self stimulation? If so, what gives you that impression?
20. Why do you think he/she is engaging in the problem behavior?

Mission: Identify (a) co-occurring non-dangerous and dangerous topographies of problem behavior to reinforce in analysis,
(b) specific materials/events/interactions that appear to routinely evoke problem behavior to use as the establishing
operations in analysis test condition (c) specific materials/events/interactions that follow problem behavior and are
reported to stop it to use as consequences in test condition and to be continuously programmed in the control condition.
Seminars by Gregory Hanley, Ph.D., BCBA-D 3|Page
Task analysis for Practical Functional Assessment and Skill-Based Treatment
Once the open-ended functional assessment interview is complete, use the form below to design an IISCA and a skill-based treatment.

Pseudonym and age:

Language abilities:

1. Describe the problem behaviors and their precursors and behavioral indicators (i.e., all of the
responses that will yield the reinforcers in the test condition).

2. Describe the reinforcers to be synthesized. (These are provided [a] following problem behavior and
their reported precursors in the test condition and [b] continuously in the control condition.)

3. Describe the synthesized establishing operation. (This situation is presented at the beginning or the test
session and intermittently during the test session, e.g., after 30 seconds of synthesized reinforcement).

4. Relying on the information above, describe your IISCA.

Who: Where: Materials:

Test:

Control:

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 IISCA Data Sheet Student:_____________
Date:_______________ Session#:_____ Therapist:____________
Data Collector: ______ Prim/Reli (circle one) Condition: Test or Control

Behaviors to be scored (and consequated):

Dangerous Problem Behavior: R1:

Non-Dangerous Problem Behavior: R2:

Count per interval

Min 0-1 R1:EO/ SR R2:EO/ SR Min 3-4 R1:EO/ SR R2:EO / SR
1-10
3:01-3:10
11-20
3:11- 3:20

21-30 3:21-3:30

31-40 3:31-3:40

41-50 3:41-3:50

51-1:00 3:51-4:00

Min 1-2 R1:EO/ SR R2:EO/ SR Min 4-5 R1:EO/ SR R2:EO / SR

4:01-4:10
1:01-1:10
4:11-4:20
1:11- 1:20
4:21-4:30
1:21- 1:30
4:31-4:40
1:31-1:40
4:41-4:50
1:41-1:50
4:51-5:00
1:51-2:00

Min 2-3 R1:EO/ SR R2:EO/ SR Session notes:

2:01-2:10

2:11- 2:20

2:21-2:30

2:31-2:40

2:41-2:50

2:51-3:00

Seminars by Gregory Hanley, Ph.D., BCBA-D 5|Page

Tips for Designing and Conducting a Successful IISCA

[Success being defined as: (a) zero or near-zero problem behavior in the control sessions as well as during the reinforcement intervals of the test sessions, (b)
a short latency to problem behavior stopping following the presentation of the synthesized reinforcers, (c) a short latency to problem behavior being evoked
in the test sessions when the establishing operation is presented, (d) no escalation of problem behavior within sessions or across sessions (in fact, the form
and intensity of problem behavior should deescalate both within and across sessions), (e) no persistent emotional responding (e.g., crying) throughout a
session or analysis, (f) no emergency procedures implemented, termination criteria reached, or medical staff involvement. Conducting a redesigned analysis
is warranted if any of these conditions are not met.]

1. Design the test condition first (be sure to emulate the most challenging context from the interview that is
convenient to replicate often), and then design the control condition from the test so the only difference between
the two is the presence (test) or absence (control) of the synthesized reinforcement contingency.

2. Collect data live in the analysis on the data sheet provided in Appendix C but be sure to videotape all IISCA
sessions in case the observational codes or operational definitions change during the analysis.

3. Ensure the same materials are available across all test and control sessions. Materials and interactions not
specified in the contingency being tested are available noncontingently in all test and control sessions.

4. Sessions are usually 5 min in duration, and the typical sequence of sessions is control, test, control, test, test (a 25-
min analysis), but allow the results of each session to alter the sequence as necessary (see 6-7 below).

5. Provide all suspected reinforcers noncontingently and continuously in the control condition (i.e., there should be
no relevant establishing operations for any of the suspected reinforcers in the control sessions).

6. Always conduct a control session first. If problem behavior occurs, conduct another control session. If problem
behavior occurs again, discuss what is missing from the control condition with present parents or teachers and
redesign the condition. When problem behavior does not occur, proceed to a test session.

7. Provide the synthesized reinforcers immediately following any dangerous or associated non-dangerous problem
behavior in the test sessions for about 30 s. Also, cue the learner about the prevailing condition by correlating, for
example, different body positions with the EO (stand authoritatively) and the reinforcement interval (kneel while
showing signs of acquiescence).

8. If a problem behavior occurs that is of a different topography than that specified in the behavior definitions and it
appears to be in response to the presentation of the EO, provide the putative reinforcers for this behavior in the
test sessions, then adjust the observational code, and rescore sessions from videos later.

9. Conduct a second or third test session if problem behavior does not occur at all or reliably in the test session(s), or
occurs with long latency from the presentation of the EO. If problem behavior does not occur after 2 or 3 test
sessions (or occurs unreliably or only after long latencies from the EO), discuss what is missing from the test
condition with present parents or teachers and redesign the condition. Consider also having parents or teachers
conduct the analysis with coaching from the analyst.

10. For children who are overly reactive to the analysis (e.g., comment often on what you just did, are about to do, or
why you are doing what you are doing) or who are likely to be so, consider: (a) making the reinforcement interval
longer and more variable (e.g., 45 s-2 min), (b) conducting the analysis in a typical context (i.e., not a session
room), and having a person relevant to the child/client conduct the analysis.

Seminars by Gregory Hanley, Ph.D., BCBA-D 6|Page

Once the IISCA is complete (control over problem behavior has been shown), use the form below to design a skill-
based treatment that will strengthen the life skills of communication, toleration, and compliance via intermittent and
unpredictable reinforcement of each.
5. Describe the initial, intermediate, and then more complex communication response (i.e., the better
mand) to produce the reinforcers; also describe how you will teach that behavior.

Simple functional communication response (FCR):

Intermediate FCR:

Complex FCR:

Teaching procedures:

6. Describe which denial/delay signals you will use, which tolerance response(s) you will teach, and
how you will teach the tolerance response.

Delay/Denial signals:

Tolerance response (TR):

Teaching procedures:

7. In general, describe the contextually appropriate behaviors (CABs) you would like the child to do
when they cannot have their reinforcers. These are the behaviors that will be instructed or expected
during the delay and strengthened via the termination of the delay.

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 8. Now be more specific: List the amount and type of contextually appropriate behaviors (CABs) that
will be expected while the expected amount of CABs are progressively increased.
Tip: We usually start by expecting very little and easy behavior and make initially small than larger
advances over time. The final set of contextually appropriate behaviors should be related to the goals of
the child, parent, and teacher.
Type of behavior Amount (suggested) or Duration (need to convert)
Easy: 1 2 3 4 5 6 7 10 13 20

Easy: 1 2 3 4 5 6 7 10 13 20

Hard: 1 2 3 4 5 6 7 10 13 20

Hard: 1 2 3 4 5 6 7 10 13 20

Hard: 1 2 3 4 5 6 7 10 13 20

General Treatment Integrity Check-in:

• Immediate sr for FCRs some of the time? ___ What %? ____________
• Immediate sr of TRs some of the time? ___ What %? ____________
• Delays end when expected amount of behavior occurs? ___
• No signals of exact amount of behavior required to end the delay? ___
• Variable durations of reinforcement? ___

When the treatment is fully developed, it is important to recognize that the amount of reinforcement per
response is thinned to about 1:10, but due of the development of appropriate response chains, the schedule of
reinforcement may also be considered a continuous reinforcement schedule, with no delay to the reinforcer.
Here is an example treatment schematic emphasizing the chaining of the skills to the reinforcer:

Seminars by Gregory Hanley, Ph.D., BCBA-D 8|Page

Tips for Designing and Conducting the Treatment Process.

The treatment design worksheet (above) will guide you through the important components of the process, the Figure
(second to last page) will give you a perspective on the speed and commitments of the shaping process, and the Table
(last page) may be useful for implementing the treatment because it provides some examples of randomization at the
later treatment steps as well as criteria to advance to the next step in the process.

Some additional tips for consideration for the treatment process.

1. Design treatment around the most challenging (evocative) and convenient situation possible. This may facilitate
generalization of skills to other, less evocative, situations.

2. Treat in sessions of 5 or 10 presentations of the synthesized establishing operation (EO).

3. A set of at least 4 sessions should be run at least 3 times per week. More frequent practice may lead to quicker
progress, but it is probably crucial that integrity be high during the initial treatment process. Therefore, we
recommend that an experienced BCBA or an effective teacher or parent under BCBA supervision conduct
treatment until criteria for all phases have been met, even if this means fewer sessions per day/week. This is
probably preferable to a team of caregivers/staff implementing the treatment more frequently but with varying
integrity levels. We recommend that treatment extension to less-experienced caregivers take place after mastery of
all skills (see Treatment Extension section below).

4. During the initial treatment process, we recommend that non-treating caregivers continue with their current
procedures and, if the child/client is in crisis, provide the synthesized reinforcers identified in the analysis
noncontingently during the challenging situations.

5. Select teaching procedures based on individual client needs. For example, some clients might benefit from
Behavior Skills Training (BST; instructions, modeling, role play, feedback). Some clients might benefit from
most-to-least prompting with deliberate prompt fading.

6. In all phases, withhold reinforcers contingent on problem behavior (i.e., continue with the presentation of the
synthesized establishing operation). Deliver reinforcers contingent on the client emitting the FCR, tolerance
response, or compliance only.

7. During the reinforcement interval, refrain from accidentally doing things that might evoke problem behavior (e.g.,
asking questions, correcting child’s interaction with materials).

8. See Table at end of document for specific criteria to move between phases, and see below for typical procedures.

9. The general process described below involves differential reinforcement of which extinction is a part. Sometimes
we use partial extinction to avoid escalation of problem behavior, which general involves allowing the child to
escape for problem behavior but reserving the entire synthesized reinforcement to follow skills. We also
sometimes implement the process without extinction in a format referred to as the full assent format.

Seminars by Gregory Hanley, Ph.D., BCBA-D 9|Page

 WNE Life Skills Clinic
Parent Implemented Skill-Based Treatment Data Sheet
Data collector: _____________ Date: _____________________ Session name:_______________ Circle one: Primary IOA________________________

Context
Do: Don’t:
Child-led A. ________Be sure that many of your child’s A. ________Refrain from placing any demands,
time preferred items/activities are available including instructions and questions (i.e., make it clear
B. ________Be available to and engaged with your that you child is in charge and you will follow their
(Their way) child (close in proximity, not distracted, and lead)
providing high quality attention in the manner B. ________Refrain from correcting your child
(Sr your child prefers) (including providing feedback on past problem
interval) C. ________Honor all reasonable requests for items, behavior) or the way they are engaging with an
your attention, or saying/doing things a particular item/activity
way C. ________Refrain from manipulating child’s toys,
D. ________ Program ‘child-led’ for an appropriate unless following the child’s lead
amount of time (i.e., at least 20 s); it should not D. ________Refrain from reacting in any (obvious) way
feel unnaturally short or long to ANY inappropriate behavior; do not attempt to
E. ________If your child makes an unreasonable redirect the child following inappropriate behavior,
request, deny and re-direct to the items that are and refrain from offering choices or presenting
available different toys following inappropriate behavior
Adult-led F. ________Make it clear that you are in control by E. ________Do not negotiate, argue, rationalize or
time delivering an instruction as you terminate Child- cajole; it is best not to respond to anything your child
Skill-Based Treatment

led time says during this period to make it clear to him/her that
(Your way) G. ________Deliver clear, concise instructions to they are not on “their way” and that the only behavior
your child (e.g., put the blue ball in the bucket) that will be rewarded is compliance with your
(EO H. ________When delivering each instruction, use instruction (or the skills of functional communication
interval) the 3-step prompting method: Tell them what to and toleration)
do, (wait 3 seconds, show them what to do, (wait F. ________Do not comply with child attempts to lead
3 seconds) help them do it. instruction (e.g., “I want to clean up before I sit at the
I. ________Only allow access to materials relevant table”)
to what your child is expected to do G. ________Do not present demands as questions/options
J. ________Only provide attention relevant to what H. ________Do not react in any (obvious) way to ANY
your child is expected to do (prompting within the inappropriate behavior, simply proceed with the 3-step
3-step method and praise for compliance) prompting or agreed upon alternative
I. ________ Do not change the demand contingent on
problem behavior
Transition K. ________Moving from adult-led time to child-led J. ________Do not foreshadow which skills will be
from time should only occur following one of these reinforced or how many demands will need to be
adult-led three skills: functional communication, completed prior to earning child led time (i.e., keep it
time to delay/denial toleration, or compliance with your unpredictable)
child-led instruction/expectation following denial K. ________Do not change your plans in response to
time L. ________It is important that each of the skills your child’s inappropriate behavior; namely, do not
“payoff” some of the time. As such, always make your expectation easier if problem behavior is
(the reward functional communication and toleration occurring (e.g. if your plan was to ask your child to
schedule) responses some of the time (1 out of every 5) complete 5 tasks before “their way,” do not change
M. ________Similarly, sometimes surprise reward that plan to reward functional communication because
(the very small chains of compliance following a they began to tantrum)
unpredictable denial (i.e., 2 compliances; e.g., “go take a seat”)
and
intermittent N. ________ Prompt the communication or
contingency) toleration skills if they are not occurring (i.e., if
they are simply complying with all of your
requests); wait at least 30 s between prompts
Scoring: N/A if not applicable
Place a checkmark if analysts/caregiver interacted correctly given every opportunity (100%),
Place an ‘X’ if analyst/caregiver did not interact correctly on all opportunities (<100%)
% of items with checks: Child-led time: ________ Adult-led time: ________ Transition: ________
Seminars by Gregory Hanley, Ph.D., BCBA-D 10 | P a g e
Notes:
Context
Do: Don’t:
Child-led A. ________________________________________ A. ____________________________________________
time ________________________________________ ____________________________________________
________________________________________ ____________________________________________
(Their way) B. ________________________________________ B. ____________________________________________
________________________________________ ____________________________________________
(Sr ________________________________________ ____________________________________________
interval) C. ________________________________________ C. ____________________________________________
________________________________________ ____________________________________________
_______________________________________ ____________________________________________
D. ________________________________________ D. ____________________________________________
________________________________________ ____________________________________________
_______________________________________ ____________________________________________
E. ________________________________________
________________________________________
________________________________________
Adult-led F. ________________________________________ E. ____________________________________________
time ________________________________________ ____________________________________________
Skill-Based Treatment

_______________________________________ ____________________________________________
(Your way) G. ________________________________________ F. ____________________________________________
________________________________________ ____________________________________________
(EO _______________________________________ ____________________________________________
interval) H. ________________________________________ G. ____________________________________________
________________________________________ ____________________________________________
_______________________________________ ____________________________________________
I. ________________________________________ H. ____________________________________________
________________________________________ ____________________________________________
_______________________________________ ____________________________________________
J. ________________________________________ I. ____________________________________________
________________________________________ ____________________________________________
________________________________________ ____________________________________________

Transition K. ________________________________________ J. ____________________________________________

from ________________________________________ ____________________________________________
adult-led _______________________________________ ____________________________________________
time to L. ________________________________________ K. ____________________________________________
child-led ________________________________________ ____________________________________________
time ________________________________________ ____________________________________________
M. ________________________________________ ____________________________________________
(the ________________________________________ ____________________________________________
schedule) ________________________________________ ____________________________________________
N. ________________________________________
(the ________________________________________
unpredictable ________________________________________
and
intermittent ________________________________________
contingency) ________________________________________
________________________________________

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 BL Functional Tolerance Contextually
(Test Communication Response Appropriate 50
sessions
from Training Training Behavior
IISCA)
Chaining

40

Numerical Response Criteria

1 or 2 Experts Implementing then Parents/Staff 30
in 1 or 2 Practice Contexts in Varied
during Short Sessions (5 min or 5 trials)
Implementing
Contexts during
Trial 1 Easy Task Long
Sessions
Trial 2 Easy Task
cFCR+TR+20CABs Trial 3 Easy Task
Topographical Response Crieteria

Trial 4 Easy Task

Trial 5 Easy Task
20
Trial 1 Hard Task
Trial 2 Hard Task
cFCR+TR+13CABs Trial 3 Hard Task
Trial 4 Hard Task
cFCR+TR+10CABs Trial 5 Hard Task
Average # of Responses
cFCR+TR+7CABs Total responses
cFCR+TR+6CABs 10
cFCR+TR+5CABs
cFCR+TR+4CABs
cFCR+TR+3CABs
cFCR+TR+2CABs
cFCR+TR+1CAB
cFCR+TR
cFCR
iFCR
sFCR
0
PB
10 20 30 40 50 60
Sessions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 18 19 20 21 22 23 24 25
Clinic Visits Home
2/11

2/13

2/16

2/18

2/21

2/23
2/25
2/28

3/12
3/15
3/18
3/20
3/24
3/27
3/29
2/7
2/9

3/1
3/4
3/6
3/9

4/2
4/3
4/5
Calendar Days

Figure. Depiction of process for treating severe problem behavior. The treatment relies on intermittent and unpredictable
provision of synthesized reinforcers for progressively longer chains of responding, generally referred to as communication,
toleration, and contextually appropriate behavior (or compliance). At the end of the process, parents or staff are implementing
the treatment in homes and schools over extended time periods.
Notes. IISCA = interview-informed synthesized contingency analysis, PB = problem behavior (all forms reported to co-occur
with most concerning and dangerous problem behavior), sFCR = simple functional communication response ("My way"),
iFCR = intermediate FCR ("May I have my way please"), cFCR = complex FCR ("Excuse me, [...], May I have my way please"),
TR = tolerance response, CABs = contextually appropriate behaviors

Created by Gregory P. Hanley (September, 2017)

Seminars by Gregory Hanley, Ph.D., BCBA-D 12 | P a g e

Detailed Description of the Skill-Based Treatment of Problem Behavior Process (developed by G. P. Hanley, October, 2017)
Progressively Changing Response Requirements
Tr 1 Tr 2 Tr 3 Tr 4 Tr 5
Step Objectives Responses Reinforced Sessions Sr: Sr: Sr: Sr: Sr:
Criteria to move on
1 Verifying hunch / Building Trust PB 1--3 PB PB PB PB PB 3 differentiated
2 Shifting to Appropriate / Building Trust sFCR ("My way") 4--6 sFCR sFCR sFCR sFCR sFCR 3 w/ 0 pb & all indep Rs
3 Improving Form iFCR ("May I have my way please") 7--8 iFCR iFCR iFCR iFCR iFCR 2 w/ 0 pb & all indep Rs
4 Improving Form cFCR ("Excuse me" [...] "May I have my way please") 9--10 cFCR cFCR cFCR cFCR cFCR 2 w/ 0 pb & all indep Rs
5 Preparing for Inevitable Disappointment cFCR/TR ("Okay, no problem") 11 cFCR TR cFCR TR cFCR
5 Preparing for Inevitable Disappointment cFCR/TR 12 TR cFCR TR cFCR TR
5 Preparing for Inevitable Disappointment cFCR/TR 13 cFCR cFCR TR TR cFCR 3 w/ 0 pb & all indep Rs
6 Preparing for Inevitable Ambiguity cFCR/TR/eCAB (Adult expected work or play) 14 cFCR TR 1eCAB cFCR 1eCAB
6 Preparing for Inevitable Ambiguity cFCR/TR/eCAB 15 TR 1eCAB cFCR 1eCAB cFCR 2 w/ 0 pb & all indep Rs
7 Preparing for Inevitable Ambiguity cFCR/TR/eCAB 16 cFCR TR 1eCAB 2eCAB 1eCAB
7 Preparing for Inevitable Ambiguity cFCR/TR/eCAB 17 1eCAB 2eCAB cFCR TR 1eCAB 2 w/ 0 pb & all indep Rs
8 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 18 cFCR 1hCAB 2eCAB TR 3eCAB
8 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 19 TR 2eCAB cFCR 3hCAB 1hCAB 2 w/ 0 pb & all indep Rs
9 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 20 5eCAB cFCR 1hCAB TR 3eCAB
9 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 21 TR 5eCAB cFCR 3hCAB 1eCAB 2 w/ 0 pb & all indep Rs
10 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 22 2hCAB cFCR 4eCAB TR 6eCAB
10 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 23 cFCR 6hCAB TR 4hCAB 2eCAB 2 w/ 0 pb & all indep Rs
11 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 24 cFCR 5eCAB 3hCAB 7eCAB TR
11 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 25 3hCAB cFCR 7eCAB TR 5hCAB 2 w/ 0 pb & all indep Rs
12 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 26 TR 10eCAB cFCR 2eCAB 7hCAB
12 Building Stamina while Keeping Hope Alive cFCR/TR/e&hCAB 27 cFCR 2hCAB 7eCAB 10hCAB TR 2 w/ 0 pb & all indep Rs
13 Finding the Balance / Task Revaluing cFCR/TR/e&hCAB 28 2eCAB 10hCAB cFCR 13eCAB TR
13 Finding the Balance / Task Revaluing cFCR/TR/e&hCAB 29 TR 13eCAB 2hCAB cFCR 10hCAB 2 w/ 0 pb & all indep Rs
14 Finding the Balance / Task Revaluing cFCR/TR/e&hCAB 30 3eCAB 10eCAB 20hCAB cFCR TR
14 Finding the Balance / Task Revaluing cFCR/TR/e&hCAB 31 cFCR 3hCAB 10eCAB TR 20hCAB 2 w/ 0 pb & all indep Rs
15 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 32 cFCR 5eCAB 3hCAB 7eCAB TR
15 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 33 3hCAB cFCR 7eCAB TR 5hCAB 2 w/ 0 pb & all indep Rs
16 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 34 TR 1TR cFCR 2eCAB 7hCAB
16 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 35 cFCR 2hCAB 7eCAB 10hCAB TR 2 w/ 0 pb & all indep Rs
17 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 36 2eCAB 10eCAB cFCR 13eCAB TR
17 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 37 TR 13eCAB 2hCAB cFCR 10hCAB 2 w/ 0 pb & all indep Rs
18 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 38 3eCAB 20eCAB 10hCAB cFCR TR
18 Extending Effects to Relevant People cFCR/TR/e&hCAB w/RP 39 cFCR 3eCAB 10eCAB TR 20hCAB 2 w/ 0 pb & all indep Rs
19 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 40 TR 10eCAB cFCR 2eCAB 7hCAB
19 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 41 cFCR 2hCAB 7eCAB 10hCAB TR 2 w/ 0 pb & all indep Rs
20 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 42 2eCAB 10eCAB cFCR 13hCAB TR
20 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 43 TR 13eCAB 2hCAB cFCR 10hCAB 2 w/ 0 pb & all indep Rs
21 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 44 3eCAB 20hCAB 10hCAB cFCR TR
21 Extending Effects to Relevant Contexts cFCR/TR/e&hCAB w/RP in RC 45 cFCR 3hCAB 10eCAB TR 20hCAB 2 w/ 0 pb & all indep Rs
22 Extending Effects to Relevant Time Periods cFCR/TR/e&hCAB w/RP in RC over RTP 46 TR 10eCAB cFCR 2eCAB 13hCAB
22 Extending Effects to Relevant Time Periods cFCR/TR/e&hCAB w/RP in RC over RTP 47 TR 13eCAB 2hCAB cFCR 10hCAB 2 w/ 0 pb & all indep Rs
23 Extending Effects to Relevant Time Periods cFCR/TR/e&hCAB w/RP in RC over RTP 48 3eCAB 20hCAB 10hCAB cFCR TR
23 Extending Effects to Relevant Time Periods cFCR/TR/e&hCAB w/RP in RC over RTP 49 cFCR 3hCAB 10eCAB TR 20hCAB 2 w/ 0 pb & all indep Rs
Notes:
Tr = trial; Sr = synthesized reinforcement; Rs = responses; PB = problem behavior; sFCR = simple fun`ctional communication response; iFCR = intermediate FCR; cFCR = complex FCR; TR = tolerance response;
e&hCAB = [easy and hard] contextually appropriate behavior; indep Rs = independent responses; RP = relevant people; RC = relevant context; RTP = relevant time period

Seminars by Gregory Hanley, Ph.D., BCBA-D 13 | P a g e

Consultee Progress Note
Our goal is to assist you in achieving a socially valid outcome with respect to the problem behavior of an individual in
your care. To achieve this goal, we will support you in designing and implementing:
(a) Safe, efficient, and personalized analyses of problem behavior to inform treatment,
(b) A treatment process to develop skills to replace problem behavior and prevent its resurgence, and
(c) A process to transfer the treatment and its effects to other relevant people and contexts.
Please schedule meetings in accordance with the consulting plan you selected at the beginning of the process or
whenever you have a question about how to proceed with the assessment and treatment process.
To allow for an efficient meeting and to document the collaborative process, please complete and email this form to
the consultant prior to the meeting. Emailing any graphically depicted data or links to securely posted videos of the
child/client while procedures are being implemented is also encouraged.

Consultee: Consultant:
Organization/School: Email:
Email:

Child/Client Pseudonym: Date and time of Meeting:

Context: Home / School / ___________

Describe the Relevant Establishing Operation: Describe the Synthesized Reinforcers:

Note the current step in the process (see back for steps) and any important modifications:

Note the number of dedicated practice sessions conducted since the last consult, broken down by number of sessions and
days:
(e.g., Completed 15 sessions across 3 days since last consult, which was 11 days ago)

Note your successes, things that went well, or obstacles that you overcame since the last meeting.

Note any challenges or problems you have encountered that you would like to discuss.

Seminars by Gregory Hanley, Ph.D., BCBA-D 14 | P a g e

The development of this assessment and treatment process can be found in these articles:
Hanley, G. P., Piazza, C. C., Fisher, W. W., Contrucci, S. A., & Maglieri, K. M. (1997). Evaluation of client preference for function-based
treatments. Journal of Applied Behavior Analysis, 30, 459-473.
Hanley, G. P., Iwata, B. A., Thompson, R. H., & Lindberg, J. L. (2000). A component analysis of “using stereotypy as reinforcement” for
alternative behavior. Journal of Applied Behavior Analysis, 33, 285-297.
Hanley, G. P., Iwata, B. A., & Thompson, R. T. (2001). Reinforcement schedule thinning following treatment with functional communication
training. Journal of Applied Behavior Analysis, 34, 17-37.
Hanley, G. P., Iwata, B. A., McCord, B. (2003). Functional analysis of problem behavior: A review. Journal of Applied Beh. Analysis, 36, 147-
186.
Hanley G. P., Heal, N. A., Ingvarsson, E. T., & Tiger, J. H. (2007). Evaluation of a classwide teaching program for developing preschool life
skills. Journal of Applied Behavior Analysis, 40, 277-300.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review & practical guide. Behavior Analysis in Practice,
1, 16-23.
Luczynski, K. C., & Hanley, G. P. (2010). Examining the generality of children’s preference for contingent reinforcement via extension to
different responses, reinforcers, and schedules. Journal of Applied Behavior Analysis, 43, 397-409.
Hanley, G. P. (2010). Prevention and treatment of severe problem behavior. In E. Mayville & J. Mulick (Eds.) Behavioral foundations of autism
intervention. Sloan Publishing: New York.
Hanley, G. P. (2011). Functional analysis. In J. Luiselli (Ed.) Teaching and Behavior Support for Children and Adults with Autism Spectrum
Disorder: A “How to” Practitioner’s Guide. Oxford University Press: New York.
Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new
lore. Behavior Analysis in Practice, 5, 54-72.
Kraus, A. Hanley, G. P., Cesana, L., Eisenberg, D., & Jarvie, A. C. (2012). An evaluation of strengthening precursors to increase preschooler
compliance. Journal of Applied Behavior Analysis, 45, 131-136.
Beaulieu, L., Hanley, G. P., Roberson, A. (2012). Effects of responding to a name and group call on preschoolers’ compliance. Journal of
Applied Behavior Analysis, 45, 685-708.
Luczynski, K. C. & Hanley, G. P. (2013). Preventing the development of problem behavior by teaching functional communication and self-
control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355-368.
Potter, J. N., Hanley, G. P., Augustine, M., Clay, C. J., & Phelps, M. C. (2013). Treating stereotypy in adolescents diagnosed with autism by
refining the tactic of “using stereotypy as reinforcement” Journal of Applied Behavior Analysis, 46, 407-423.
Hanley, G. P., Fahmie, T., & Heal N. A. (2014). Evaluation of the preschool life skills curriculum in Head Start classrooms: A systematic
replication. Journal of Applied Behavior Analysis, 47, 443-448.
Luczynski, K. C., Hanley, G. P., & Rodriguez, N. M. (2014). An evaluation of the generalization and maintenance of functional communication
and self-control skills with preschoolers. Journal of Applied Behavior Analysis, 47, 246-263.
Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with
autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47, 16-36.
Ghaemmaghami, M., Hanley, G. P., Jin, S., & Vanselow, N. R. (2015) Affirming control by multiple reinforcers via progressive treatment
analysis. Behavioral Interventions, 31, 70-86.
Santiago, J. L., Hanley, G. P., Moore, K., & Jin, C. S. (2016). The generality of interview-informed functional analyses: Systematic replications
in school and home. Journal of Autism and Developmental Disorders, 46, 797-811.
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis.
Journal of Applied Behavior Analysis, 49, 576–595.
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016). Contingencies promote delay tolerance. Journal of Applied Behavior Analysis. Advance
online publication. doi: 10.1002/jaba.333
Slaton, J. & Hanley, G. P. (2016). Effects of multiple versus chained schedules on stereotypy and functional engagement. Journal of Applied
Behavior Analysis, 49, 927–946. doi:10.1002/jaba.345
Madden, G. J., Hanley, G. P., & Dougher, M. J., (2016). Clinical behavior analysis: A new approach to language, meaning and therapy. In J.
Norcross, G. VandenBos & D. Freedheim (Eds.), APA Handbook of Clinical Psychology, Volume I. Roots & Branches. American
Psychological Association: Washington D. C.
Slaton, J. D., Hanley, G. P. & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated
components. Journal of Applied Behavior Analysis, 50, 252–277.
Strand R. C. W., Eldevik S. (2017). Improvements in problem behavior in a child with autism spectrum diagnosis through synthesized analysis
and treatment: A replication in an EIBI home program. Behavioral Interventions. 1–10.
Jessel, J., Ingvarsson, E. T., Metras, R., Kirk, H. & Whipple, R. (2018). Achieving socially significant reductions in problem behavior following
the interview-informed synthesized contingency analysis: A summary of 25 outpatient applications. JABA, 51, 130–157.
Ghaemmaghami, M, & Hanley, G. P. (2018). Shaping complex functional communication responses. Journal of Applied Behavior Analysis.
Slaton, J. & Hanley, G. P. (2018). On the nature and scope of synthesis in functional analysis of problem behavior. Jrnl of Applied Beh. Analysis.
Rajaraman, A. & Hanley, G. P. (2018). Interview-informed synthesized contingency analysis (IISCA). In: Volkmar, F. (Eds.) Encyclopedia of
Autism Spectrum Disorders. Springer, New York, NY.
Slaton, J. & Hanley, G. (2018). Practical functional assessment of problem behavior. In R. Pennington (Ed.) Principles and practices explained
by researchers who use them. Autism Asperger Publishing Company.
Seminars by Gregory Hanley, Ph.D., BCBA-D 15 | P a g e