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 Interventions31(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 Analysis49(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 Analysis51(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 Analysis51(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 Interventions34(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 Analysis53(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 analysis53(1), 331-354.
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2020). On the standardization of the functional analysis. Behavior analysis in practice13(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 Interventions35(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 Interventions36(1), 298-314.

2021

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behavior Analysis54(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 Analysis54(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 Analysis54(1), 248-269.
Rajaraman, A., & Hanley, G. P. (2021). Mand compliance as a contingency controlling problem behavior: A systematic review. Journal of Applied Behavior Analysis54(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.

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 Practice14(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 analysis46(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 Analysis47(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 analysis46(2), 355-368.
Fahmie, T. A., & Luczynski, K. C. (2018). Preschool life skills: Recent advancements and future directions. Journal of applied behavior analysis51(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 Sciences7(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 Interventions36(1), 315-326.

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 Analysis46(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 Analysis46(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 analysis49(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 Interventions33(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 Neurorehabilitation21(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 Interventions33(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 Practice11(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 Analysis52(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 practice13(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 развития19(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.