Concerns with functional assessment typically applied:

Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54-72.

Practical Functional Assessment (PFA) and Skills based Treatment (SBT) first described (clinic model):

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.

Initial replications of PFA process across contexts and participant demographics:

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis, 49, 576–595.

Initial replication of PFA and SBT processes in home and classroom contexts:

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.

Detailed analyses and descriptions of how to teach functional communication and “waiting” skills:

Ghaemmaghami, M., Hanley, G. P., Jessel, J. & Landa, R. (2018). Shaping complex functional communication responses. Journal of Applied Behavior Analysis, 51, 502-520. 

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016).  Contingencies promote delay tolerance. Journal of Applied Behavior Analysis, 49, 548–575. 

Comparative analysis and literature review illustrating importance of synthesized reinforcement contingencies:

Slaton, J. D., Hanley, G. P. & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50, 252–277. 

Slaton, J. D. and Hanley, G. P. (2018), Nature and scope of synthesis in functional analysis and treatment of problem behavior. Journal of Applied Behavior Analysis, 51, 943-973. 

Additional replications of the PFA and SBT process:

Strand, R. C. W., and Eldevik, S. (2016). Improvements in problem behavior in a child with autism spectrum diagnosis through synthesized analysis and treatment: A replication in an EIBI home program. Behavioral Interventions, 33, 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 Neurorehabilitation, 21, 202–207.

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 Analysis, 51, 130–157. 

Taylor, S. A., Phillips, K. J., & Gertzog, M. G. (2018). Use of synthesized analysis and informed treatment to promote school reintegration. Behavioral Interventions. Online version: https://doi.org/10.1002/bin.1640

Beaulieu, L., Van Nostrand, M.E., Williams, A.L., & Herscovitch, B. (2018). Incorporating interview-informed functional analyses into practice. Behavior Analysis in Practice.

Rose, J. C. & Beaulieu, L. (2018). Assessing the generality and durability of interview‐informed functional analyses and treatment. JABA.  doi:10.1002/jaba.504

Jessel, J., Hanley, G. P., Ghaemmaghami, M., & Metras, R. (2018). An evaluation of the single-session interview-informed synthesized contingency analysis. Behavioral Interventions. 1–17. https://doi.org/10.1002/bin.1650

Jessel, J., Metras, R., Hanley, G. P., Jessel, C., & Ingvarsson, E. T. (in press). Evaluating the boundaries of analytic efficiency and control: A consecutive controlled case series of 26 functional analyses. Journal of Applied Behavior Analysis.