Practical Functional Assessment Workbook (Revised: January, 2020, FTF Behavioral Consulting [Link].

com)

Thanks for attending this training! Please use this notebook to record notes and as an implementation guide.

Notes:

Frequently Used Acronyms

PFA: Practical functional assessment
IISCA: Interview-informed, synthesized contingency analysis
PB: Problem behavior SPB: Severe problem behavior
BCBA: Board Certified Behavior Analyst HRE: Happy, relaxed, and engaged
EO: Establishing operation SR: Synthesized reinforcement
FCT: Functional communication training FCR: Functional communicative response
TR: Tolerance response CAB: Contextually appropriate behavior
SBT: Skill-based treatment; consists of intermittent and unpredictable reinforcement of three life skills
(communication, toleration, and contextually appropriate behavior [sometimes referred to as compliance])

PFA Aims, Assumption, Priorities, and Procedures

What is the PFA process?
It is a process to identify a safe and motivating context to teach life skills.
It is a process to identify establishing operations influencing problem behavior.
it is a process to identify the synthesized reinforcement contingency influencing problem behavior.

What is involved in the PFA process?

An open-ended interview and a functional analysis, an IISCA in particular.

What is prioritized in the PFA process?

Safety, dignity, televisability, and rapport

What are the aims of a PFA process?

1. To identify a context and set of interactions during which the child/client is happy, relaxed, engaged, and w/o PB.
2. To show influence over problem behavior by a suspected reinforcement contingency
(i.e., to turn problem behavior on and off).

What are the working assumptions of the PFA process?

1. If the PB is occurring with regularity, it is being reinforced.
2. Multiple events co-occur to evoke problem behavior (problem behavior is influenced by interacting EOs).
3. Multiple events occur simultaneously to reinforce (strengthen) problem behavior.
4. Different forms of problem behavior are maintained by the same synthesized reinforcement contingency

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 1 | Page

Tips for conducting the open-ended 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? If
so, how. Be descriptive. What would you do to ensure pb does not occur?
• To identify possible establishing operations: For a million dollars….can you turn pb ON in 10 seconds? If so,
how? 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.

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 2 | Page

Open-Ended Functional Assessment Interview 18 June 2021 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?
says no - then shouts - then cries - then hits self or others
To determine which problem behavior(s) will be targeted in the functional analysis:
6. What is the single-most concerning problem behavior?

Hitting others or self in anger / frustration

7. What are the top 3 most concerning problem behaviors? Are there other behaviors of concern?
a. Shouting
b. Wanting things his way especially mothers attention on walks etc
c. In session looks here and there and then shouts and cries when asked to attend ( perhaps a
negative statement is said at that time to the child )
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.
Very injurious

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?
clustered
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?
a. Mother attention diverted to sister
b. Child mands for tangible in sister or sister to come away - Child screams and then hits sister
c. Questions are asked ( he seemingly doesnt pay attention and is nagged - with a negative
statement )

11. Do the problem behaviors reliably occur during any particular activities? - around sleeping time
12. What seems to trigger the problem behavior? - Giving up things - sister holding anything/ saying
anything -
Difficult / New task / Any negative statement by anybody to anybody ( other than the mother)

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 3 | Page

13. Does problem behavior occur when you break routines or interrupt activities? If so, describe. If
he is stimming -
side ways glance - talking about a particular sound and asking it to stop - playing on laptop - asked
to sleep
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. YES - Mothers talking and explaining to him

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? Mixed - scold / shout / hit or explain usually
16. What do you and others do to calm him/her down once he/she engaged in the problem behavior?
Explain
17. What do you and others do to distract him/her from engaging in the problem behavior? explain to him what he
can say or do instead / talk about food / picnic/ shopping/ bday / dolly
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?
Insecurity or possessiveness
19. Do you think this problem behavior is a form of self stimulation? If so, what gives you that impression? no
20. Why do you think he/she is engaging in the problem behavior?
21.
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.
[Go to [Link] for versions of this interview translated in multiple languages]

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 4 | Page

Form for Designing the IISCA
Once the open-ended functional assessment interview is complete, use this form to design an IISCA.

Client Pseudonym: KU Names of caregivers in attendance: Mother

Client language abilities: Above Level 3 Primary language of caregivers: Hindi
VBMAPP

1. Implementor: Note who will implement the analysis and why this person was selected to be the implementor.

Chandni - knows the child and is a regular caregiver

2. Location: Describe the general location and specific area in which the analysis will take place. Consider the extent
to which the location/area can be designed to be the most comfortable/preferred location for the child/client.

Online - due to covid ( not the most comfortable - but reinforcers available in drawing and videos

3. Materials: Describe the equipment and materials to be placed in the analysis space to immediately occasion
engagement and maintain a happy, relaxed, and engaged demeanor.

Drawing , songs, visuals available online

Also, describe the materials to be arranged in the area or on the table of high expectations

Difficult task - Multicomponent answering

4. Interactions during Reinforcement. Describe where the implementor will be positioned and how they will
interact with the child/client. Also note the interactions that will be minimized during this time.

-Remain in a seated/crouched and central position mother sits back - fully available - no questions -
-Be oriented toward child/client at all times praise child / respond when he asks
-Respond in kind to all questions, social bids, social
referencing, joint initiations, etc.
-Provide a comment on engagement when the child
does something impressive

-Refrain from asking any questions, placing social

demands, issuing any instructions, redirecting
behavior, touching any of the materials, offering
choices, reminding the child about what they can do,
following them around the area

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 5 | Page

5. Progressing the EO: Describe how the implementor will progress the establishing operation, e.g.:

Stand clap / all right then / stop child from seeing the video -
Clap softly mother - mother looks and talks to us - we give our
Move close instruction lets do this ….. give instruction
Instruct child to stop or relinquish
(vocal then model then physical prompts
may be used in that order and as needed)
Instruct child to transition to area of high expectations
Instruct child to get ready to learn
Provide instructions to complete challenging work,
tasks, or expectations

Throughout progression:
-Minimize stereotypic behavior with vocal and
physical redirections
-Do not comply with any requests
-Redirect/minimize reinforcement for social bids
-Engage and attend to others while the high
expectations are in place

6. Responding to problem behavior. Describe how the implementor will respond to PB occurring in the EO.

Problem behavior - mother talks to child , therapist removes instruction stimulus , gives the reinforcer

7. Responding to leaving. Describe how the implementor will act if the child leaves the analysis area.

If child leaves the area - we wait for him to come back

8. Changes for Safety. Describe any changes to typical procedures must be made for safety reasons.

will go and block if child hitting sibling

9. Data Collection. Name and define the severe problem behaviors (these are referred to as R1s in data collection):

Hitting self and sister

Name and define the precursors, associated-non-dangerous problem behaviors, and indicators (these are referred to
as R2s in data collection):
looks sideways - Shouts and whine

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 6 | Page

Tips for Conducting an IISCA

1. Create clear SR and EO locations through materials placement, use of tables, matts, and chairs. Provide all
suspected reinforcers noncontingently and continuously at first (i.e., there should be no relevant establishing
operations for any of the suspected reinforcers in the control sessions).

2. Have child/client experience the SR context immediately upon arrival. Also, relax. Do not begin data collection
until child is happy, relaxed, & engaged.

3. Have parent or staff who understands the child/client present for analysis; ask about HRE, inquire about their
understanding and comfort.

4. Rely on an “open-door analysis” to prevent escalation of problem behavior. Consider the policy that all have
authority to terminate the analysis at any time.

5. Video record all sessions. Have a person different from the implementor collect data live in the analysis but be
sure to videotape all IISCA sessions in case the observational code changes during the analysis. Record dangerous
& non-dangerous PB (that co-occur), whether in SR or EO, and engagement during SR. (Consider IISCA app for
data collection). Use the back of the sheet for qualitative data collection.

6. Present the EO after the child has been HRE for at least 5 minutes and be sure to progressively implement the EO
each time it is presented; know this foreshadows the same actions you will take as you extend the CAB chains in
treatment.

7. Provide all suspected reinforcers immediately following the first response suspected as being part of the response
class. Be sure to clearly signal the delivery of the reinforcer with visual and audio cue.

8. Implement the next EO after child/client has been HRE for at least 30 s (do not implement EOs every 30 s).

9. Terminate the analysis when PB has been turned on and immediately turned off, and the child has returned to
HRE, for 3 to 5 consecutive trials.

10. By using the back of the data collection sheet, be sure to (a) reflect on the success of the analysis, (b) discuss
things learned during the analysis about the child’s preferences, abilities, and tolerances, and (c) provide summary
statement about the controlling variables for HRE and PB.

Once the IISCA is complete (HRE was achieved and control over problem behavior has been shown), design a
skill-based treatment that will strengthen the life skills of communication, toleration, and compliance via intermittent
and unpredictable reinforcement of each. See Treatment Workbook for guidance.

FTF Behavioral Consulting Practical Functional Assessment Workbook Rvsd.:1/2020 7 | Page

IISCA Data Sheet-Performance-Based Criteria (March 3, 2019) Child/Client Name: _____________ Analyst: ____________
Implementor:____________ Consultant:_____________
R1s:
% engagement: _____
R2s:
% of PBs in EO: _____
Minute 0 1 2 3 4 5 6 7 8 9 10 11 12 13

Second 0-30 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 31- 31- 31- 31
59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 0- 59 0- 59 0- 59 0- 59
30 30 30 30
If in R1
EO
R2

EO Line
SR Line
If in R2
SR
R1

Engaged

Minute 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Second 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 31- 31- 31- 31-
30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 0- 59 0- 59 0- 59 0- 59
30 30 30 30
If in R1
EO
R2

EO Line
SR Line
If in R2
SR
R1

Engaged

Minute 36 37 38 39 40 41 42 43 44 45 46 47 48 49

Second 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 0- 31- 31- 31- 31- 31-
30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 30 59 0- 59 0- 59 0- 59 0- 59
30 30 30 30
If in R1
EO
R2

EO Line
SR Line
If in R2
SR
R1

Engaged

Instructions: 1. Draw one a horizontal line when in SR, stop line and start new one above when EO is cued and progressively implemented,
start line again when SR is cued. 2. Draw a vertical line for each problem behavior, with R1 lines being extended and R2 lines being relatively
short. 3. If child/client is happy, relaxed, and engaged for the majority of the SR interval, place a check in the 30-s interval. 4. Impose the initial
EO, only after at least 3 min of continuous, happy, and relaxed engagement; impose subsequent Eos after 30 s of continuous, happy, and
relaxed engagement. 5. End the analysis after only one or a couple R2s occur within 5s of the EO cue/progression, one or less R2s and zero R1s
occur in the subsequent SR period, and the child re-engages within about 10 s after SR is delivered for three consecutive EO presentations
(modify the analysis if these conditions are not met within 35 min).
Things learned about the child during the SR periods: Things learned about the child during the E
-Abilities -Abilities/Tolerances

-Preferences -Aspects of the EO that seemed most evocativ

FTF Behavioral Consulting Practical Functional Assessment Workbook

8 | Page
- Unplanned EOs -Responses that are most probable when an EO

Reflections on the relative success of the analysis

Was it safe?
Was it dignified?
Was it televisable?
Did the child remain in the room or create their own adequate analysis
space?
Was the child happy, relaxed, and engaged for extended periods?
Was problem behavior evoked some of the time during the EO
progression?
Was it turned off all of the time with the delivery of reinforcement?
Did the child quickly return to HRE within 10 seconds of the delivery
of the synthesized reinforcement?
Did the problem behavior either start out as non-dangerous or did it
reduce in intensity to non-dangerous response types?
Did the problem behavior regularly occur within 10 seconds following
the initial signal of the EO?
Summary statements
What appeared to evoke problem behavior?

What are the likely reinforcers for problem behavior?

What are the conditions for happy, relaxed, and engaged?

Mother diverted attention and tangible taken away and instruction presented - in combinations

Mothers explanation and getting options and instructions delayed or going away

Songs , Laptop , Videos , games with songs etc.

FTF Behavioral Consulting Practical Functional Assessment Workbook

9 | Page
Notes:

FTF Behavioral Consulting Practical Functional Assessment Workbook 10 | Page