Teacher acquisition of functional analysis methodology.

Horner-Johnson et al. (2002) asked if teachers could learn functional analysis at school. They gave a short BST package: model, rehearsal, and feedback. Then teachers ran attention and demand conditions right in their classrooms.

After the brief training, every teacher ran the FA steps correctly. The study found positive results. Teachers kept the skill without extra help.

Nasr et al. (2000) did the same BST package two years earlier with college students in a lab. Both studies got high fidelity, showing the method works across people and places.

Kirkpatrick et al. (2021) and Ampuero et al. (2025) later used BST with preservice teachers, but for token boards and icon exchange. Together, these papers show BST trains many skills, not just FA.

Shin et al. (2021) and Wu et al. (2012) swapped teachers for parents and tutors. They still saw quick, large gains, proving BST is flexible.

You can train staff to run FA conditions in under an hour. Use the same three-step package: show them, let them practice, give feedback. It works for teachers, parents, and students. Try it next time you need high-fidelity data without pulling kids out of class.