For use with Interpersonally-based interventions
or FAP-enhanced Treatments
One Washington Square
Department of Psychology
San Jose State University
San Jose CA 95192-0120
phone: (408) 924-5610
Feb 2001, G. M. Callaghan, Ph.D.
Template (FIAT) in conjunction with Functional Analytic Psychotherapy (FAP) or FAP-
enhanced treatments. The FIAT manual specifies the classes of behaviors used with
the Client Forms (FIAT-C pre and FIAT-C post) and Therapist Forms (FIAT-T pre and
FIAT-T post) of the assessment template.
The use of the manual assumes that therapists have a working knowledge of the
administration of assessment devices in accordance with the ethical principles of test
administration, or are receiving training in one or both of these areas. It is also highly
recommended that users have a basic understanding of the FAP Rating Scale (FAPRS-
2; Callaghan, Ruckstuhl, & Follette, 1999).
Understanding of Response Classes. Users are also expected to have an
understanding of behavior analysis, particularly of functional response classes of
behavior. A response class is a group of Clinically Relevant Behaviors (CRBs) that all
function to have a particular effect regardless of form the response might take (i.e., its
topographical features). This distinction requires therapists to differentiate the effect the
client’s behavior is having rather than merely watching what the client is doing.
Functional classes are understood idiographically and are based on the analysis of
each particular client’s problem and effective behaviors. For example, a client may cry,
attack, or skip sessions. If each of these behaviors functions to allow the client to avoid
talking about an emotional experience, even though the behaviors have different
topographies, they could all be instances of the same response class. It is the
therapist’s task to recognize the function of a response rather than identifying a
behavior based merely on its topography.
Response classes in this manual are grouped into five main categories. Each of the
described below are non-orthogonal. Each of the classes may overlap with other
behavioral problems or deficits that the client exhibits. If the client shows problems in
one class, it should not be assumed that the client does not show problems in another