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.

尽管通常建议将功能分析（FA）作为行为评估工具，但研究人员已经发现了限制其在学校使用的障碍。基于试用的FA（TBFA）旨在解决其中一些局限性。但是，很少有研究检查针对教师实施TBFA的基于课堂的培训方法，而没有研究评估教师为独立的干预手段。这项研究通过使用增强的行为技能培训套件来解决这些差距，该套件结合了视频自我建模和绩效反馈，以在TBFA中对老师进行课堂培训。经过培训后，三位老师在自然例行程序中都独立保真地进行了FA实验。