Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis

Abstract

Behavior needs in the classroom are a persistent problem for teachers. Teachers often need additional training to determine behavioral function so they can effectively promote student behavioral success. Trial-based functional analysis (TBFA) is a brief method for determining the function of a behavior, which aligns better with typical classroom routines. There is evidence that individual and small group trainings help teachers acquire TBFA implementation skills. However, large group training paradigms and outcomes have limited research. This study assessed the level of performance on outcomes from two separate, successive large group trainings on TBFA. Training 1 included 11 undergraduate and graduate students from a regional U.S. university. Training 2 included 18 in-service special education teachers who attended a conference workshop. Post-test assessments indicated generally accurate knowledge of TBFA procedures across trainings (range = 83%–100%). Descriptive comparisons between participants in Training 1 and Training 2 suggested similar levels of TBFA knowledge. However, adjustments were made based on the setting and participants that impacted outcomes. While large group training for TBFA is promising, more research is needed to improve delivery and apply it within schools.