Autism is a complex neurodevelopmental condition that can involve challenges in communication, social interaction, and behavior regulation. For many individuals on the spectrum, behaviors such as aggression, self-injury, or severe tantrums can interfere with learning, relationships, and safety. Understanding the why behind these behaviors is essential to supporting meaningful change and that’s where Practical Functional Assessment (PFA) comes in.
What Is Practical Functional Assessment?
Practical Functional Assessment (PFA) is a compassionate, trauma-informed approach developed by Dr. Gregory Hanley and colleagues to assess the function of challenging behavior in a safe, effective, and individualized way. Rather than using isolated test conditions, PFA employs synthesized reinforcement contingencies combining multiple known triggers and reinforcers to replicate real-life situations more accurately.
The process begins with an open-ended interview with caregivers or familiar staff to identify the conditions under which problem behavior is likely to occur. These contexts are then recreated in a structured but supportive environment to observe behavior safely and identify what triggers and what reinforces the behavior.
Why PFA Is Especially Effective for Individuals with Autism
Emphasizes Individualization
Autism presents differently in every individual. PFA accounts for this by personalizing the assessment to match the person’s communication style, preferences, and developmental level. Identifying what the individual values most, whether it’s play, attention, escape from demands, or sensory items. PFA also helps create a motivating and accurate assessment context.
Prioritizes Emotional Safety
PFA is non-aversive and trauma-informed, ensuring emotional safety by minimizing escalation. The structured observations are stopped at the earliest signs of distress, making the process respectful and affirming.
Builds Functional Communication and Tolerance Skills
One of the most common challenges in autism is difficulty with communication. Many problem behaviors emerge because individuals haven’t learned a safe and effective way to express needs. The next step after PFA is Skill-Based Treatment (SBT), which teaches:
- Functional communication
- Tolerance to delay or denial
- Contextually appropriate behavior (CAB)
This builds real-life skills that replace dangerous or disruptive behaviors with socially valid alternatives.
Encourages Generalization and Maintenance
Unlike treatments that work only in tightly controlled settings, SBT embeds generalization and maintenance from the beginning. Skills are practiced with multiple people and in varied settings to ensure they stick. A skill that doesn’t work outside of therapy isn’t really mastered and this model acknowledges that.
Involves Caregivers and Support Teams
PFA and SBT are designed to be implemented not just by clinicians, but also by caregivers, educators, and support staff. Training these stakeholders helps them understand the function of behavior and reinforces the same strategies in everyday contexts. This consistency is critical for long-term success and a more naturalistic learning environment.
Final Thoughts
Practical Functional Assessment represents a shift in how we understand and treat dangerous or interfering behavior. Instead of suppressing behavior, it reveals the unmet needs and missing skills behind it and it does so respectfully, safely, and effectively.
By emphasizing compassion, individualization, skill-building, and collaboration, PFA and SBT help individuals with autism build better communication, flexibility, and independence improving their quality of life and unlocking their full potential.
References and Helpful resources
- 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. Journal of Applied Behavior Analysis, 47(1), 16–36.
- Hanley, G. P. (2021). Practical functional assessment and skill-based treatment: Scientific and humane solutions to problem behavior. Behavior Analysis in Practice, 14, 889–906.
- Rajaraman, A., Hanley, G. P., & Copeland, D. (2022). Contextually appropriate behavior: A critical outcome in skill-based treatment. Journal of Applied Behavior Analysis, 55(1), 83–101.
- Ghaemmaghami, M., Hanley, G. P., Jin, C. S., Vanselow, N. R. (2021). The emerging role of caregivers in implementing skill-based treatment for problem behavior. Behavior Analysis in Practice, 14(3), 646–656.
- Practical Functional Assessment (Official Site)
- 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. Journal of Applied Behavior Analysis.
- Skill-Based Treatment Overview
- Trauma-Informed ABA Practices – BHCOE
- PFA Website from group pfasbtcommunity.com
- FTF behavior consulting https://ftfbc.com/
About the Author
This blog was written by Jessica Hynes. Jessica Hynes began her academic journey at Michigan State University, where she earned a Bachelor of Science degree. She then continued her education at Wayne State University, obtaining a Master’s in Educational Psychology. Jessica entered the field of Applied Behavior Analysis (ABA) in 2013 as a Behavior Technician and became a Board Certified Behavior Analyst (BCBA) in 2016.
She has built her career with Centria and currently serves as the Area Director of Clinical Services for the in-home teams across the East market.
Now based in sunny South Carolina, Jessica enjoys spending time with her family, planning their next adventure, and exploring local spots in search of the best food.