Publications

Practical Functional Assessment and Skill-Based Treatment of Problem Behavior 

2012

Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. BAP, 5, 54-72.
For a summary of this article in French, click here (thanks to Mélanie Ammeloot).

2014

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. JABA, 47, 16-36.
For a video introducing this article, click here.

2015

Ghaemmaghami, M., Hanley, G. P., Jin, S. C., & Vanselow, N. R. (2015). Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31(1), 70-86.

2016

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. JABA, 49, 576–595.
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016). Contingencies promote delay tolerance. Journal of Applied Behavior Analysis, 49(3), 548-575.

2017

Slaton, J. D., Hanley, G. P. & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated components. JABA, 50, 252–277.

2018

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. Journal of Applied Behavior Analysis, 51(1), 130-157.
Ghaemmaghami, M., Hanley, G. P., Jessel, J. & Landa, R. (2018). Shaping complex functional communication responses. JABA, 51, 502-520.
Slaton, J. D., & Hanley, G. P. (2018). Nature and scope of synthesis in functional analysis and treatment of problem behavior. Journal of Applied Behavior Analysis, 51(4), 943-973. 

2019

Jessel, J., Hanley, G. P., Ghaemmaghami, M., & Metras, R. (2019). An evaluation of the single‐session interview‐informed synthesized contingency analysis. Behavioral Interventions, 34(1), 62-78.

2020

Jessel, J., Metras, R., Hanley, G. P., Jessel, C., & Ingvarsson, E. T. (2020). Evaluating the boundaries of analytic efficiency and control: A consecutive controlled case series of 26 functional analyses. Journal of Applied Behavior Analysis, 53(1), 25-43.
Warner, C. A., Hanley, G. P., Landa, R. K., Ruppel, K. W., Rajaraman, A., Ghaemmaghami, M., … & Gover, H. C. (2020). Toward accurate inferences of response class membership. Journal of applied behavior analysis, 53(1), 331-354.
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2020). On the standardization of the functional analysis. Behavior analysis in practice, 13(1), 205-216.
Jessel, J., Metras, R., Hanley, G. P., Jessel, C., & Ingvarsson, E. T. (2020). Does analysis brevity result in loss of control? A consecutive case series of 26 single‐session interview‐informed synthesized contingency analyses. Behavioral Interventions, 35(1), 145-155.
Coffey, A. L., Shawler, L. A., Jessel, J., Bain, T., Nye, M., & Dorsey, M. F. (2021). Generality of the practical functional assessment and skill‐based treatment among individuals with autism and mental health disorders. Behavioral Interventions, 36(1), 298-314.

2021

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behavior Analysis, 54(1), 122-143.
Iannaccone, J. A., & Jessel, J. (2021). A translational comparison of contingency‐based progressive delay procedures and their effects on contextually appropriate behavior. Journal of Applied Behavior Analysis, 54(1), 231-247.
Ward, S. N., Hanley, G. P., Warner, C. A., & Gage, E. E. (2021). Does teaching an omnibus mand preclude the development of specifying mands?. Journal of Applied Behavior Analysis, 54(1), 248-269.
Rajaraman, A., & Hanley, G. P. (2021). Mand compliance as a contingency controlling problem behavior: A systematic review. Journal of Applied Behavior Analysis, 54(1), 103-121.
Metras, R. L., & Jessel, J. (2021). Adaptations of the Interview‐Informed Synthesized Contingency Analysis. Journal of Applied Behavior Analysis.
Whelan, C. J., Hanley, G. P., Landa, R., Sullivan, E., LaCroix, K., & Metras, R. (2021). Randomized controlled trial of seminar‐based training on accurate and general implementation of practical functional assessments. Journal of Applied Behavior Analysis.
Rajaraman, A., Hanley, G. P., Gover, H. C., Staubitz, J. L., Staubitz, J. E., Simcoe, K. M., & Metras, R. (2021). Minimizing Escalation by Treating Dangerous Problem Behavior Within an Enhanced Choice Model. Behavior Analysis in Practice, 1-24.
Jessel, J., Rosenthal, D., Hanley, G. P., Rymill, L., Boucher, M. B., Howard, M., … & Lemos, F. M. (2021). On the Occurrence of Dangerous Problem Behavior during Functional Analysis: An Evaluation of 30 Applications. Behavior Modification, 01454455211010698.

2022

Fiani, T., Jessel, J. Practical Functional Assessment and Behavioral Treatment of Challenging Behavior for Clinically Based Outpatient Services: A Consecutive Case Series Evaluation. Educ. Treat. Child. (2022). https://doi.org/10.1007/s43494-022-00071-9
Rajaraman, A., Hanley, G. P., Gover, H. C., Ruppel, K. W., & Landa, R. K. (2022). On the Reliability and Treatment Utility of the Practical Functional Assessment Process. Behavior Analysis in Practice, 1-23.
Rajaraman, A., Austin, J. L., Gover, H. C., Cammilleri, A. P., Donnelly, D. R., & Hanley, G. P. (2022). Toward trauma‐informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40-61.
Gover, H. C., Hanley, G. P., & Ruppel, K. W. (2022). On the generality of preference for contingent reinforcement. Journal of Applied Behavior Analysis, 55(2), 318-336.
Landa, R. K., Hanley, G. P., Gover, H. C., Rajaraman, A., & Ruppel, K. W. (2022). Understanding the effects of prompting immediately after problem behavior occurs during functional communication training. Journal of Applied Behavior Analysis, 55(1), 121-137.
Luigi Iovino, Floriana Canniello, Roberta Simeoli, Maria Gallucci, Rosaria Benincasa, Davide D’Elia, Gregory P. Hanley & Anthony P. Cammilieri (2022): A new adaptation of the Interview-Informed Synthesized Contingency Analyses (IISCA): The performance-based IISCA, European Journal of Behavior Analysis, doi: 10.1080/15021149.2022.2093596

2023

Floriana Canniello, Luigi Iovino, Rosaria Benincasa, Maria Gallucci, Salvatore Vita, Gregory P. Hanley & Joshua Jessel (2023) Predicting and Managing Risk during Functional Analysis of Problem Behavior, Child & Family Behavior Therapy, doi: 10.1080/07317107.2023.2188137
Jessel, J., Fruchtman, T., Raghunauth-Zaman, N., Leyman, A., Lemos, F. M., Val, H. C., … & Hanley, G. P. (2023). A Two Step Validation of the Performance-Based IISCA: A Trauma-Informed Functional Analysis Model. Behavior Analysis in Practice, 1-19.
Metras, R. L., Hanley, G. P., & Carbone, M. J. (2023). Distance-Based Collaborations for Assessing and Treating Challenging Behavior. Journal of Autism and Developmental Disorders, 1-18.

2024

Izquierdo, S. M., Jessel, J., Fiani, T., & Jones, E. A. (2024). Functional Analysis of Contextually Inappropriate Social Behavior in Children With Down Syndrome. Behavior Modification, 01454455231222912.
Rajaraman, A., Whelan, C. J., Jessel, J., & Gover, H. C. (2024). Promoting Safety While Addressing Dangerous Behavior via Telehealth: A Clinical Case Investigation Serving the Family of an Autistic Adolescent Living in India. Clinical Case Studies, 15346501241243103.

The Balance Program

Ruppel, K. W., Hanley, G. P., Landa, R. K., & Rajaraman, A. (2021). An Evaluation of “Balance”: a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior. Behavior Analysis in Practice, 14(2), 324-341.

Prevention of Problem Behavior

Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of applied behavior analysis, 46(2), 355-368.
Hanley, G. P., Fahmie, T. A., & Heal, N. A. (2014). Evaluation of the preschool life skills program in Head Start classrooms: A systematic replication. Journal of Applied Behavior Analysis, 47(2), 443-448.
Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of applied behavior analysis, 46(2), 355-368.
Fahmie, T. A., & Luczynski, K. C. (2018). Preschool life skills: Recent advancements and future directions. Journal of applied behavior analysis, 51(1), 183-188.
Saad, M. A. E. (2018). The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Functional Communication Skills in Children with Autism. International Journal of Psycho-Educational Sciences, 7(3), 56-61.
Hálfdanardóttir, B. F., Ingvarsson, E. T., & Sveinbjörnsdóttir, B. (2021). Important skills for elementary school children: Implementing the preschool life skills program in Iceland. Behavioral Interventions.
Ísfeld Víðisdóttir, S. L., & Sveinbjörnsdóttir, B. (2021). The effects of individualized teaching of school readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms. Behavioral Interventions, 36(1), 315-326.

Assessment and Treatment of Food Selectivity and Refusal

Gover, H. C., Hanley, G. P., Ruppel, K. W., Landa, R. K., & Marcus, J. (2023). Prioritizing choice and assent in the assessment and treatment of food selectivity. International Journal of Developmental Disabilities, 69(1), 53-65.

Functional Assessment and Treatment of Sleep problems

Jin, C. S., Hanley, G. P., & Beaulieu, L. (2013). An individualized and comprehensive approach to treating sleep problems in young children. Journal of Applied Behavior Analysis, 46(1), 161-180.

Treatment of Stereotypy

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(2), 407-423.
Slaton, J. D., & Hanley, G. P. (2016). Effects of multiple versus chained schedules on stereotypy and item engagement. Journal of applied behavior analysis, 49(4), 927-946.

Systematic Replications of PFA and SBT treatment from other research groups

Strand, R. C., & Eldevik, S. (2018). 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, 33(1), 102-111.
Herman, C., Healy, O., & Lydon, S. (2018). An interview-informed synthesized contingency analysis to inform the treatment of challenging behavior in a young child with autism. Developmental Neurorehabilitation, 21(3), 202-207.
Taylor, S. A., Phillips, K. J., & Gertzog, M. G. (2018). Use of synthesized analysis and informed treatment to promote school reintegration. Behavioral Interventions, 33(4), 364-379.
Beaulieu, L., Van Nostrand, M. E., Williams, A. L., & Herscovitch, B. (2018). Incorporating interview-informed functional analyses into practice. Behavior Analysis in Practice, 11(4), 385-389.
Rose, J. C., & Beaulieu, L. (2019). Assessing the generality and durability of interview‐informed functional analyses and treatment. Journal of Applied Behavior Analysis, 52(1), 271-285.
Coffey, A. L., Shawler, L. A., Jessel, J., Nye, M. L., Bain, T. A., & Dorsey, M. F. (2020). Interview-informed synthesized contingency analysis (IISCA): Novel interpretations and future directions. Behavior analysis in practice, 13(1), 217-225.
Ferguson, J. L., Leaf, J. A., Cihon, J. H., Milne, C. M., Leaf, J. B., McEachin, J., & Leaf, R. (2020). Practical functional assessment: A case study replication and extension with a child diagnosed with autism spectrum disorder. Education and Treatment of Children, 43, 171-185. https://doi.org/10.1007/s43494-020-00015-1
Бутузова, Н. Г., & Поликарпова, Н. С. (2021). Функциональная оценка проблемного поведения: анализ синтезированных контингентностей на основе интервью (IISCA). Аутизм и нарушения развития, 19(2), 6-14.
Lundy, E., Healy, O., Ramey, D., Carolan, T., Dempsey, R., & Holloway, J. (2021). Evaluating the utility of interview-informed synthesized contingency analyses in informing the treatment of problem behavior among children with autism spectrum disorder. European Journal of Behavior Analysis, 1-25.
Chazin, K. T., Velez, M. S., & Ledford, J. R. (2021). Reducing Escape without Escape Extinction: A Systematic Review and Meta-Analysis of Escape-Based Interventions. Journal of Behavioral Education, 1-30.
Cervi, R., Gruber, D. J., & Napolitano, D. A. (2023). Implementing skill‐based treatment within a classroom setting for an adolescent with autism. Behavioral Interventions, e1989.

Brief Reports and Systematic Reviews of PFA and SBT treatment from other research groups

Coffey, A. L., Shawler, L. A., Jessel, J., Nye, M. L., Bain, T. A., & Dorsey, M. F. (2020). Interview-informed synthesized contingency analysis (IISCA): Novel interpretations and future directions. Behavior Analysis in Practice, 13(1), 217-225.
Coffey, A. L., Shawler, L. A., Jessel, J., Bain, T., Nye, M., & Dorsey, M. F. (2021). Generality of the practical functional assessment and skill‐based treatment among individuals with autism and mental health disorders. Behavioral Interventions, 36(1), 298-314.
Muharib, R., Dowdy, A., Rajaraman, A., & Jessel, J. (2022). Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis. Autism, 26(4), 761-781.
Staubitz, J. L., Staubitz, J. E., Pollack, M. S., Haws, R. A., & Hopton, M. (2022). Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders. Journal of Applied Behavior Analysis.
Layman, L. N., Dufrene, B. A., Ackley, M. M., Weaver, C. M., Schneider, D. E., LaBrot, Z. C., … & Olmi, D. J. (2023). Interview-Informed Synthesized Contingency Analyses on Challenging Problem Behavior: a Single-Case Meta-analysis. Review Journal of Autism and Developmental Disorders, 1-19.

Preschool Life Skills

Beaulieu, L., & Hanley, G. P. (2014). Effects of a classwide teacher-implemented program to promote
preschooler compliance. Journal of Applied Behavior Analysis, 47, 594-599. https://doi.org/10.1002/jaba.138
Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2012). Effects of responding to a name and group call on
preschoolers’ compliance. Journal of Applied Behavior Analysis, 45, 685–707. https://doi.org/10.1901/jaba.
Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2013). Effects of peer mediation on preschoolers’
compliance and compliance precursors. Journal of Applied Behavior Analysis, 46, 555-567. https://doi.org/10.1002/jaba.66
Fahmie, T. A., & Luczynski, K. C. (2018). Preschool life skills: Recent advancements and future directions.
Journal of Applied Behavior Analysis, 51, 183–188. https://doi.org/10.1002/jaba.434
Hanley, G. P., Fahmie, T. A., & Heal, N. A. (2014). Evaluation of the preschool life skills program in Head
Start classrooms: A systematic replication. Journal of Applied Behavior Analysis, 47, 443–448. https://doi.org/10.1002/jaba.132
Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). An evaluation of a classwide teaching
program to evaluate preschool life skills. Journal of Applied Behavior Analysis, 40, 277–300. https://doi.org/10.1901/jaba.2007.57-06
Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional
communication and self-control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355–368. https://doi.org/10.1002/jaba.44
Robison M. A., Mann T. B., Ingvarsson E. T. (2020). Life skills instruction for children with developmental
disabilities. Journal of Applied Behavior Analysis, 53, 431‐448. https://doi:10.1002/jaba.602
Víðisdóttir, S. L. Í., & Sveinbjörnsdóttir, B. (2021). The effects of individualized teaching of school
readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms. Behavioral Interventions, 36, 315-326. https://doi.org.10.1002/bin.1756
Rees, R. E., Seel, C. J., Huxtable, B. G., & Austin, J. L. (2023). Using the Preschool Life Skills Program to Support Skill Development for Children with Trauma Histories. Behavior Analysis in Practice, 1-16.