Training teachers to select and implement appropriate function-based interventions may reduce their reliance on behavior specialists and other support staff to help manage their students’ problem behavior in the classroom. Most prior studies on this type of training evaluated outcomes by measuring teachers’ verbal report rather than their implementation of interventions. The purpose of this study was to replicate and extend prior research by training teachers to identify the putative function of problem behavior via assessment of descriptive data, to select the appropriate procedural variation of functional communication training (FCT), and to implement FCT accurately in role play. Five special education teachers participated. Results suggested that behavioral skills training (BST) was highly effective for all participants. These findings have important implications for disseminating behavior-analytic interventions into settings with limited resources.

培训教师选择和实施适当的基于功能的干预措施可以减少他们对行为专家和其他支持人员帮助管理学生在课堂上的问题行为的依赖。大多数关于此类培训的先前研究通过衡量教师的口头报告而不是他们对干预措施的实施来评估结果。本研究的目的是通过培训教师通过评估描述性数据来识别问题行为的假定功能，以选择适当的功能性沟通培训（FCT）的程序变化，并在角色中准确实施 FCT，从而复制和扩展先前的研究玩。五名特殊教育教师参加。结果表明，行为技能培训（BST）对所有参与者都非常有效。