Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in a Classroom Setting

Lambert et al. (2017) asked a first-year special-ed teacher to run a latency-based functional analysis in her own classroom.

The teacher timed how long the student could wait before problem behavior started under attention, demand, and alone conditions.

After the FA, the teacher built a simple levels system tied to the function and tracked the student for a month.

The teacher quickly saw the behavior was escape-maintained and her levels system cut problem behavior to near zero.

Paraeducators kept the plan running with no extra training and the gains stayed for four weeks.

Robertson et al. (2013) had already shown that teachers can run trial-based FAs and get the same success. Lambert swaps trials for latency timing, making the FA even faster and quieter in class.

Horner-Johnson et al. (2002) proved teachers can learn standard FA conditions with a short BST package. Lambert adds that even a brand-new teacher can hit high fidelity when the FA is latency-based.

Petursdottir et al. (2019) took FA results into a general-ed token economy and faded it. Lambert starts in special-ed but shows the same idea: once you know the function, you can build a classroom-wide system that lasts.

You no longer need to pull the student out or wait for the BCBA. Train the teacher to run a quick latency FA during normal class, then turn the results into a simple levels chart. Paras can keep it going, so the student keeps earning access to breaks or attention while work gets done. Try it next time a teacher says, 'I need something that works today.'