Training teachers to conduct trial-based functional analyses.

Area of Science:

• Behavioral science
• Educational psychology
• Applied behavior analysis

Background:

• Trial-based functional analysis (FA) is a valuable tool for identifying behavioral functions in educational settings.
• Limited research exists on teacher training for conducting trial-based FA and its impact on procedural integrity.

Purpose of the Study:

• To assess if teachers, after in-service training, can implement trial-based FA with high procedural integrity.
• To evaluate the effectiveness of a training program combining didactic instruction and feedback for teachers.

Main Methods:

• Four teachers received in-service training on trial-based FA, utilizing didactic methods and practice with feedback.
• Procedural integrity was assessed during training, in situ maintenance, and a re-evaluation phase.

Main Results:

• All four participating teachers demonstrated improved performance in conducting trial-based FA post-training.
• Performance levels were maintained above baseline during in situ conditions.
• Three out of four teachers required additional feedback to regain initial post-training performance levels.

Conclusions:

• In-service training can equip teachers to conduct trial-based FA with good procedural integrity.
• Sustained performance may necessitate ongoing support and feedback mechanisms for teachers.
• This study highlights the feasibility and challenges of implementing FA in educational environments through teacher training.