Social Validity of Teacher-Led Trial-Based Functional Analysis

Abstract

The social validity of teacher-led trial-based functional analysis (teacher-led TBFA) was examined at a university-affiliated early learning program (UAELP) in the U.S. Pacific Northwest. A total of five participants were recruited: three teachers who previously conducted teacher-led TBFA, the principal of the UAELP, and a doctoral student who trained the participating teachers to conduct teacher-led TBFA. All of the participants completed two surveys (2 months in between), and were individually interviewed by the author. The results indicated that the teachers highly valued teacher-led TBFA; they considered it practical and reasonable to conduct, and effective and accurate at identifying the function(s) of challenging behavior(s). The teachers received intensive training and support from the participating doctoral student while conducting teacher-led TBFA, and they appreciated the support they received. Although there were several discrepancies regarding perspectives on teacher-led TBFA among the participants, the overall results indicated that teacher-led TBFA is socially valid.