| Abstract: The current study evaluated a training protocol in which educators learned to use direct methods of functional behavior assessment. Educators recorded A-B-C (Antecedent-Behavior-Consequence) data, developed hypotheses regarding the function of the behavior, calculated conditional probabilities, and identified functional interventions. Participant's accurate recording of A-B-C data and accurate analysis of the data served as the dependent measure.
A multiple-baseline design across groups of participants (i.e., ten teachers) provided assessment of skill acquisition during baseline and training phases. During baseline and training phases, participants watched videotaped scenarios depicting a student displaying disruptive behaviors in a classroom setting. Following the baseline phase, the primary investigator provided a training presentation and verbal performance feedback. The training phase provided a measure of the effect of the training presentation and verbal performance feedback. During baseline, most participants did not exceed 95% accuracy when recording A-B-C data. Seven participants achieved at least 95% accuracy following training. There are limitations of the current study. For example, data collection following the training presentation and verbal feedback was limited to two data points. The results of the current study provide empirical support to the effectiveness of verbal performance feedback in training participants to collect functional assessment data. |