1
Indirect Assessment: IISCA Open-Ended Interview
Capella University
PSY7712 Behavior Analytic Assessments
2
Tips for Conducting the Open-Ended Interview
Use the interview available below. All questions need not (and probably should not) be
asked of every caregiver. Several examples of questions that might yield similar
information are listed together; analysts may choose versions they feel comfortable with
and might consider asking different versions of the same question if the original question
does not yield sufficient information. Analysts should stop asking a particular type of
question when they have gathered enough information to design an IISCA.
The open-ended interview meeting may also be used to familiarize new clients with
general service guidelines and procedures. The interview itself, however, rarely takes
more than 45 minutes and can take as few as 10.
Here are 10 tips to increase the odds of a successful interview:
1. Always remember the 3-part mission when interviewing in order to stay on task:
• Identify and define most severe problem behavior and associated non-
dangerous behaviors,
• Identify EOs that are most challenging and convenient to replicate (list
materials needed),
, • Identify reinforcers and precise forms of delivery (list materials needed).
2. Interview people who spend most time with child/client.
-Ms. Jones
3. Interview people together when possible and facilitate consensus.
4. First ask them to vividly recount two recent serious problem behavior episodes.
• Listen for and document response class members, EO specifics, and
reinforcers.
• Then ask probe questions.
5. After listening to and taking notes on the recent problem behavior (pb) episodes, be
more direct and ask what happens to evoke problem behavior (triggers) or its
precursors (see questions on interview).
6. Then ask how people respond to problem behavior (consequate, redirect; see
questions on interview).
7. If the 3-part mission has not been completed at this point (i.e., you have not obtained
enough information to design an analysis), ask some hypothetical questions like the
ones below.
, 3
• For identifying precursors: When do you call for staff backup? When do you
become vigilant about yours or others safety? What does do that
gets your heart rate up because pb now seems inevitable?
• To identify possible reinforcers: For a million dollars….what would you do to
turn pb OFF in 10 seconds? If so, how. Be descriptive. What would you do to
ensure pb does not occur?
• To identify possible establishing operations: For a million dollars….can you
turn pb ON in 10 seconds? If so, how? What are the first things you tell new
staff/teachers, or babysitters to not do around ?
8. Be sure to find out what they love most about child/client and what the child/client
most loves to do.
9. Be sure to walk the interviewees through the next steps, the analysis & treatment
process.
10. Be sure to ask them what, if anything, they are worried about with the process and
address concerns or modify process as needed.
Indirect Assessment: IISCA Open-Ended Interview
Capella University
PSY7712 Behavior Analytic Assessments
2
Tips for Conducting the Open-Ended Interview
Use the interview available below. All questions need not (and probably should not) be
asked of every caregiver. Several examples of questions that might yield similar
information are listed together; analysts may choose versions they feel comfortable with
and might consider asking different versions of the same question if the original question
does not yield sufficient information. Analysts should stop asking a particular type of
question when they have gathered enough information to design an IISCA.
The open-ended interview meeting may also be used to familiarize new clients with
general service guidelines and procedures. The interview itself, however, rarely takes
more than 45 minutes and can take as few as 10.
Here are 10 tips to increase the odds of a successful interview:
1. Always remember the 3-part mission when interviewing in order to stay on task:
• Identify and define most severe problem behavior and associated non-
dangerous behaviors,
• Identify EOs that are most challenging and convenient to replicate (list
materials needed),
, • Identify reinforcers and precise forms of delivery (list materials needed).
2. Interview people who spend most time with child/client.
-Ms. Jones
3. Interview people together when possible and facilitate consensus.
4. First ask them to vividly recount two recent serious problem behavior episodes.
• Listen for and document response class members, EO specifics, and
reinforcers.
• Then ask probe questions.
5. After listening to and taking notes on the recent problem behavior (pb) episodes, be
more direct and ask what happens to evoke problem behavior (triggers) or its
precursors (see questions on interview).
6. Then ask how people respond to problem behavior (consequate, redirect; see
questions on interview).
7. If the 3-part mission has not been completed at this point (i.e., you have not obtained
enough information to design an analysis), ask some hypothetical questions like the
ones below.
, 3
• For identifying precursors: When do you call for staff backup? When do you
become vigilant about yours or others safety? What does do that
gets your heart rate up because pb now seems inevitable?
• To identify possible reinforcers: For a million dollars….what would you do to
turn pb OFF in 10 seconds? If so, how. Be descriptive. What would you do to
ensure pb does not occur?
• To identify possible establishing operations: For a million dollars….can you
turn pb ON in 10 seconds? If so, how? What are the first things you tell new
staff/teachers, or babysitters to not do around ?
8. Be sure to find out what they love most about child/client and what the child/client
most loves to do.
9. Be sure to walk the interviewees through the next steps, the analysis & treatment
process.
10. Be sure to ask them what, if anything, they are worried about with the process and
address concerns or modify process as needed.
