Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training

Sacha T. Pence, Claire C. StPeter, Aimee Giles

Research output: Contribution to journalArticlepeer-review


Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers’ roles in behavioral assessment increase, pyramidal training may be useful to improve the procedural fidelity with which teachers conduct functional analyses. In the current study, previously trained teachers taught six other teachers (trainees) to conduct standard functional analysis conditions in a pyramidal training model. All trainees quickly acquired the skills necessary to conduct attention, escape, play, and tangible conditions
during analog role-plays. Trainees also implemented functional analysis conditions with fidelity in their classrooms with students. Using a pyramidal training model may help to disseminate behavior-analytic procedures.
Original languageEnglish
Pages (from-to)132-149
Number of pages18
JournalJournal of Behavioral Education
Issue number1
Early online dateAug 2013
Publication statusPublished - 2014


  • procedural fidelity
  • functional analysis
  • pyramidal training
  • teacher training


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