Training Preschool Staff to Collect Descriptive Assessment Data Using a Decision‐Making Model

ABSTRACT Function‐based interventions are commonly employed by behavioral practitioners to address challenging behavior sometimes displayed by individuals with autism spectrum disorder (ASD). To select a function‐based intervention for implementation, practitioners first need conduct a functional behavior assessment (FBA). Given that individuals with ASD spend much of their time in school settings, it may be worthwhile to train more individuals to participate in portions of the FBA process. The purpose of this study was to evaluate the effectiveness of using a decision‐making model, a tool used to systematically guide practitioners, to train preschool staff to collect descriptive assessment data. Six staff members working at a preschool for children with ASD participated in this study. We found that for four of six staff members, the decision‐making model was effective in producing increases in accurate data collection. Two participants required one session of performance feedback, using the decision‐making model, to increase their accuracy in data collection.