The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home.
Teachers and parents can run interview-informed FAs and function-based treatments that slash severe problem behavior and build communication, tolerance, and compliance skills.
01Research in Context
What this study did
Two kids with autism and severe problem behavior took part. One was at school, one at home.
Teachers and parents learned to run an interview-informed functional analysis. Then they gave function-based treatment that taught communication, tolerance, and cooperation.
What they found
Problem behavior dropped sharply for both children. The adults said the plan was easy to use and worth keeping.
The kids also learned to ask for breaks, wait for items, and follow adult directions.
How this fits with other research
Nevill et al. (2019) ran the same package in more homes and got the same big gains. This direct replication shows the method is sturdy.
Spackman et al. (2025) and O'Brien et al. (2022) moved the coaching online. Parents still hit an 80% drop in problem behavior, plus lower stress. These studies extend the 2016 finding to telehealth.
Gerber et al. (2011) review calls FCT a well-established treatment. The 2016 paper simply shows teachers and parents can deliver it without a clinic.
Why it matters
You no longer need an expert in the room. Ask caregivers a few questions, walk them through the FA, then teach the replacement skills. The same steps work in class, at home, or on Zoom. Start small: train one parent or teacher this week and watch problem behavior fall while useful skills grow.
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02At a glance
03Original abstract
Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16-36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline-functional communication, denial and delay tolerance, and compliance with adult instructions-occurred with regularity following intervention. The generality and costs of the process are discussed.
Journal of autism and developmental disorders, 2016 · doi:10.1007/s10803-015-2617-0