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

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Title: Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis
Language: English
Authors: Evelyn Lantz, Thomas J. Gross (ORCID 0000-0003-4943-6377), Christina R. Noel
Source: Assessment for Effective Intervention. 2026 51(3):123-130.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Preservice Teacher Education, Preservice Teachers, Professional Development, Functional Behavioral Assessment, Student Behavior, Undergraduate Students, Graduate Students, Special Education Teachers, Conferences (Gatherings), Workshops, Outcomes of Education, Training Methods
DOI: 10.1177/15345084261427688
ISSN: 1534-5084
1938-7458
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505511
Database: ERIC
FullText Text:
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  Data: Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis
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  Data: <searchLink fieldCode="AR" term="%22Evelyn+Lantz%22">Evelyn Lantz</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+J%2E+Gross%22">Thomas J. Gross</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4943-6377">0000-0003-4943-6377</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+R%2E+Noel%22">Christina R. Noel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2026 51(3):123-130.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 8
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  Data: 10.1177/15345084261427688
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  Data: 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.
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        Value: 10.1177/15345084261427688
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      Pagination:
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      – SubjectFull: Graduate Students
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      – SubjectFull: Special Education Teachers
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      – TitleFull: Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis
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