Variations on Functional Analysis Methods


This webinar will provide a rationale and context for implementing brief functional analysis within clinical practice. It will also offer a model for implementation and specific strategies to maximize the effectiveness of the results. *Participant complaints regarding this or any other BACB CE event requirements violations must first be directed, in writing, to the Relias Learning ACE Coordinator, Rhonda Davin, PhD. Please contact Dr. Davin via email: [email protected] The ACE Coordinator will make every reasonable attempt to resolve participant complaints; however, should the ACE Coordinator be unable to resolve the complaint, the complainant may file a formal complaint directly with the BACB.


Hours: 1.00


Certificates provided by accrediting body (1 Match)

Behavior Analyst Certification Board


This course is designed to meet Type 2 Ethics CE requirements as outlined by the BACB.

Course Details

Course Code: REL-ABA-0-ADVWEB5
Hours: 1
Type: Online Course
Content Expiration Date: 4/30/2020
Learning Objectives:
List the factors that can affect whether it is feasible to conduct a functional analysis.
Describe how brief functional analyses differ from the method of functional analysis described by Iwata et al. (1982/1994).
Describe at least three alternative formats of functional analysis and the clinical situations to which they are best suited.

Iwata et al., 1982
Functional Analysis
Factors that Affect the Viability of Conducting an FA
Single Function Test
EO present vs. EO absent
Extended Alone
Brief Functional Analysis
Brief Multielement Design
Brief Functional Analysis: Empirical Evaluation
Brief Functional Analysis: Caregivers as Therapists
Trial-Based FA
Trial-Based FA: Empirical Evaluation
Antecedent only “FAs”
The Role of Reinforcement in FAs/DAs
Anderson & Long (2002)
Call et al. (2013)
Response Classes
FA of Precursors
FA of Precursors
Interview Informed Structured Contingency Analysis (IISCA)
IISCA: Empirical Evaluation

Instructor: Nathan A. Call, PhD, BCBA-D
Dr. Call received his doctorate in school psychology from the University of Iowa in 2003 under the mentorship of David P. Wacker, Ph.D. He completed a predoctoral internship at the University of Iowa Hospitals and Clinics and Center for Disabilities and Development, and a postdoctoral fellowship at the Marcus Autism Center and Emory University under the supervision of Wayne Fisher, Ph.D., and Henry S. Roane, Ph.D. Dr. Call is currently the Interim Clinical Director and Director of the Behavior Analysis Research Core at the Marcus Autism Center. He is also an associate professor in the Emory University School of Medicine, Department of Pediatrics. Dr. Call’s current research interests include the assessment and treatment of severe behavior disorders as well as the behavioral mechanisms that influence the effectiveness of those assessments and treatments. This work has led him to work with many children diagnosed with autism and other developmental disabilities and their families. Disclosure: Nathan A. Call, PhD, BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Behavioral Analyst; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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