Date of Award

Spring 5-15-2026

Degree Type

Thesis

Degree Name

MA Applied Behavior Analysis

Department

Professional Psychology and Family Therapy

Advisor

Jessica Amador, Ph.D.

Committee Member

Frank Cicero, Ph.D.

Committee Member

Ashley Tesoriero, M.S.Ed.

Keywords

teacher training, functional analysis, functional analysis screening tool, computer-based instruction, antecedent strategies, applied behavior analysis

Abstract

Teachers often manage challenging student behaviors without formal training in behavior analysis, which can increase stress and reduce instructional time. This study evaluated whether computer-based instruction (CBI) is an effective and cost-effective way to train early education teachers to understand why challenging behaviors occur and how to prevent them, using antecedent strategies. Ten general education teachers working in a private, neurodiverse-inclusive school participated. They completed a brief training delivered through computer modules developed in PowerPoint that taught them how to identify functions of behavior and select functionally equivalent antecedent strategies to decrease challenging behaviors. Learning was measured using pre/post tests that evaluated participants’ ability to correctly interpret the functional analysis screening tool (FAST), complete a quiz focusing on the FAST results, and a matching quiz in which they matched antecedent strategies to the correct functions for which they would be used. The CBI modules took an average of 53 minutes per participant. The total time commitment for participants was an average of an hour and 35 minutes. Results add to previous literature indicating that CBI is an effective and socially valid training method, as evidenced by increases in percentage correct on the post-test, providing a way for schools to implement this practical training method to support teachers while also improving classroom behavior management.

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