Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback
Zoom-based video modeling plus feedback teaches future teachers to run TBFAs and the skill transfers to real classrooms.
01Research in Context
What this study did
Sorrell et al. (2025) trained 3 college students who were studying to become teachers.
Each student learned to run trial-based functional analyses (TBFAs) through Zoom.
They watched short videos of experts doing TBFAs, then practiced on their own.
After each practice, the trainer gave video feedback pointing out what went right or wrong.
The study used a multiple-baseline design across participants to show the training worked.
What they found
All three future teachers hit a large share accuracy after only 4 to 6 training sessions.
When they tried the same steps with real kids in a classroom, two kept their score without extra help.
The third needed just one quick booster to reach mastery again.
Skills stayed strong one month later.
How this fits with other research
Allen et al. (2016) used a fancy mixed-reality simulator to coach teachers. Sorrell’s Zoom method is cheaper and still works, so it extends the earlier idea to everyday tools.
Ferron et al. (2017) showed that multiple-baseline designs like this one can spot real effects if changes are big and quick. The TBFA study fits that pattern, making the results more trustworthy.
Rubow et al. (2018) proved that simple classroom games can change teacher behavior. Sorrell adds that we can also train complex assessment skills like TBFAs with the same ease.
Turk et al. (2010) taught football players safe tackles with task analysis and feedback. Sorrell swaps football for functional analysis but keeps the same training bones: show, practice, feedback, repeat.
Why it matters
You can now train teachers or aides to run TBFAs without buying special gear. A laptop, webcam, and short videos do the job. Try adding a 5-minute video feedback call after their first solo TBFA this week.
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02At a glance
03Original abstract
ABSTRACTStudents commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function‐based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial‐based functional analyses (TBFAs) and assess if the skill could generalize into an in‐person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in‐person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants.
Behavioral Interventions, 2025 · doi:10.1002/bin.70000