Skill acquisition in the implementation of functional analysis methodology.
A two-hour BST module (video model + quiz + feedback) gets novices to 95% fidelity on functional analysis procedures.
01Research in Context
What this study did
The researchers wanted to see if college students could learn to run a full functional analysis after one short lesson.
They taught 11 undergraduates with a two-hour package: watch a video, take a quiz, practice with feedback.
Then they scored how well each student ran every FA step in a pretend clinic.
What they found
Every student hit 95% correct or higher on the FA checklist.
The skill stuck across three different pretend clients.
A quick quiz and feedback were enough to turn novices into near-perfect testers.
How this fits with other research
Horner-Johnson et al. (2002) moved the same BST package into real classrooms. Their teachers also learned FA steps fast, showing the lab result works on the job.
Lambert et al. (2017) went one step further. After brief training, a teacher ran her own latency-based FA and built a class intervention that lasted a month.
Ampuero et al. (2025) used one BST session to teach icon exchange instead of FA. Again, preservice teachers hit 90% fidelity, proving the power of the model spans tasks.
Harper et al. (2023) repeated the pattern with clinicians and nurses. One short BST package pushed them to 100% accuracy on meeting prep, showing the method works across fields.
Why it matters
You no longer need a masters-level expert to run every FA. A two-hour video, quiz, and feedback loop can give you reliable data collectors in one afternoon. Use this package to train RBTs, teachers, or new hires. Start with the video model, add a short quiz, then practice with live feedback. You will see 95% fidelity and free up your time for treatment design instead of procedural babysitting.
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02At a glance
03Original abstract
Functional analysis methodology is a powerful assessment tool for identifying contingencies that maintain a wide range of behavior disorders and for developing effective treatment programs. Nevertheless, concerns have been raised about the feasibility of conducting functional analyses in typical service settings. In this study, we examined the issue of skill acquisition in implementing functional analyses by evaluating an instructional program designed to establish a basic set of competencies. Eleven undergraduate students enrolled in a laboratory course in applied behavior analysis served as participants. Their performance was assessed during scripted simulations in which they played the roles of "therapists" who conducted functional analyses and trained graduate students played the roles of "clients" who emitted self-injurious and destructive behaviors. To approximate conditions under which an individual might conduct an assessment with limited prior training, participants read a brief set of materials prior to conducting baseline sessions. A multiple baseline design was used to assess the effects of training, which consisted of reading additional materials, watching a videotaped simulation demonstrating correct procedural implementation, passing a written quiz, and receiving feedback on performance during sessions. Results showed that participants scored a relatively high percentage of correct therapist responses during baseline, and that all achieved an accuracy level of 95% or higher following training that lasted about 2 hr. These results suggest that basic skills for conducting functional analyses can be acquired quickly by individuals who have relatively little clinical experience.
Journal of applied behavior analysis, 2000 · doi:10.1901/jaba.2000.33-181