Hierarchical Process for Functional Assessment

Disclaimer:

This content is for educational purposes only and is not individualized guidance. Always consult a qualified supervisor or licensed professional before applying any interventions. All practices discussed comply with the Behavior Analyst Certification Board (BACB) Ethics Code (2022). Author credentials: Emma Joy Willden, BCaBA. Examples are generic and anonymized.

Definition & Overview

The Hierarchical Process for Functional Assessment is a stepwise, least-intrusive approach to understanding the function of problem behavior in Applied Behavior Analysis (ABA) (Cooper, Heron & Heward, 2020).

This hierarchy begins with indirect assessment methods, such as interviews, rating scales, and questionnaires, then progresses to descriptive/direct assessments like ABC recording or scatterplots, and only moves to experimental functional analyses (e.g., standard FA, IISCA) if prior steps do not clearly identify the behavior function (Hanley, 2014).

Connection to IISCA:

The IISCA (“My Way” assessment) fits at the experimental level of this hierarchy.
After indirect and descriptive data suggest potential maintaining contingencies, IISCA can efficiently test synthesized contingencies in a client-centered, compassionate way, consistent with 3rd-wave ABA principles.

Why It Matters

In ABA:

Following a hierarchy ensures ethical, least-intrusive assessment.
Helps practitioners minimize unnecessary exposure to problem behavior, while systematically identifying function.
Integrates modern, compassionate approaches, allowing synthesized analyses like IISCA to be applied only when necessary, enhancing social validity.

In Life:

Encourages families and educators to view behavior as communication of need or preference, not misbehavior.
Promotes collaboration and trust in the assessment process.
Reduces stress and risk associated with experimental testing by introducing it only when justified by prior data.

Examples

Indirect Assessment: Caregiver completes a questionnaire and interview identifying that problem behavior occurs during transitions and when attention is denied.
Descriptive Assessment: ABC data collected over two weeks confirm higher rates of behavior during transitions and when denied attention.
Experimental Assessment: An IISCA is conducted to synthesize attention and transition escape contingencies, testing the hypothesis in a controlled manner.
Treatment Planning: Function-based intervention is designed using data from each step.

RBT / Behavior Technician Perspective

Role:

Collect accurate data during descriptive and experimental phases.
Implement interventions developed based on the hierarchical assessment under supervision.
Record antecedents, behaviors, and consequences precisely.

Exam Relevance:

Found in the RBT Task List under Behavior Assessment and Data Collection.

Study Resources:

Cooper et al. (2020), Applied Behavior Analysis
BACB RBT Task List (2nd ed.)

Pros / Cons:
✔ Pros: Provides reliable data for designing interventions; ensures ethical practice.
✖ Cons: Requires careful observation and accuracy; mistakes in data collection may affect assessment validity.

BCaBA / BCBA Perspective

Role:

Design and oversee the hierarchical assessment process.
Analyze indirect and descriptive data to decide if experimental functional analysis is necessary.
Supervise RBTs/BTs and ensure intervention fidelity.

Exam Relevance:

Included in BCaBA/BCBA Task Lists under Behavior Assessment, Behavior Reduction, and Ethical Practice.

Study Resources:

Hanley et al. (2014), “Interview-Informed Synthesized Contingency Analysis”
BACB Task List (5th ed.)

Pros / Cons:
✔ Pros: Protects client welfare; ensures interventions are evidence-based and socially valid.
✖ Cons: Requires judgment and supervision; must balance efficiency with accuracy.

BCBA Intern / Graduate Student Perspective

Role:

Observe and assist in conducting indirect, descriptive, and experimental assessments under supervision.
Support analysis and integration of findings across hierarchical levels.
Learn to apply assessment outcomes to function-based interventions.

Exam Relevance:

Content overlaps with BCBA exam areas: assessment, ethics, and intervention planning.

Study Resources:

Graduate coursework, supervision, Cooper et al. (2020), Hanley et al. (2014)

Pros / Cons:
✔ Pros: Builds practical skills; strengthens understanding of data-driven assessment.
✖ Cons: Requires supervision; mistakes in assessment steps can impact treatment planning.

Caregiver Perspective

Role / Awareness:

Provide accurate information during interviews and questionnaires.
Observe behavior in natural settings and share observations.
Support interventions based on assessment findings.

Pros / Cons:
✔ Pros: Increases collaboration and social validity; helps tailor interventions to home/community contexts.
✖ Cons: May feel overwhelming without guidance; needs clear explanation of why experimental analysis may or may not be needed.

Helpful Resources:

BACB Parent Education Materials
Autism Society – Functional Behavior Assessment Overview (asatonline.org)

Ethical & Compassionate Considerations

Prioritizing less intrusive assessments first aligns with BACB ethics regarding client welfare and socially valid practice.
Experimental analyses like IISCA should only follow if necessary, respecting client safety and dignity.
This hierarchical model supports trauma-informed, compassionate ABA, minimizing unnecessary exposure to problem behavior while maximizing learning and socially significant outcomes.

Works Cited

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
Hanley, G. P. (2014). Producing meaningful improvements in problem behavior via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36. (onlinelibrary.wiley.com)
Behavior Analyst Certification Board. (2022). Ethics Code for Behavior Analysts. https://www.bacb.com/ethics/
Behavior Analyst Certification Board. (2023). RBT Task List (2nd ed.). https://www.bacb.com/rbt-task-list/

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