Effects of Classroom-Based Training in Teacher-Led Trial-Based Functional Analysis

Abstract

Although functional analysis (FA) is often recommended as a behavioral assessment tool, researchers have identified barriers limiting its use in schools. Trial-based FA (TBFA) was designed to address some of those limitations. However, few studies have examined classroom-based training methods for teachers to implement TBFA, and none have assessed teachers as independent intervention agents. This study addresses these gaps by using an enhanced behavioral skills training package incorporating video self-modeling and performance feedback to train teachers in TBFA with students in the classroom. Following training, all three teachers independently embedded FA trials with fidelity during natural routines.