According to Schlinger, Jr. and Normand (2013), B.F. Skinner most likely first used the term functional analysis in 1948 for his William James Lectures and then later in his 1957 book Verbal Behavior. In applied behavior analysis manuscripts, the term is usually recognized as an unbiased pretreatment assessment that is used to control for likely antecedent variables and possible reinforcers for problem behavior. Phillips and Mudford (2008) write, “Functional analysis is the most effective assessment for identifying persistent contingencies of problem behavior” (p. 1). The authors express concern that functional analysis (FA) continues to remain underutilized due to its complexity and lack of competent clinicians with expertise and understanding. FAs are not conducted regularly due to human services sectors not being adequately staffed to meet demand. What, if anything, could be done to reduce demands on the already strained human services field? Literary research provides evidence that FA skills can be competently taught to both professionals and nonprofessionals (Chok, Shlesinger, Studer & Bird, 2012, Lambert, Bloom, Kunnavatana, Collins & Clay, 2013, Phillips & Mudford, 2008 , Stokes & Luiselli, 2008). The study conducted by Chok, Shlesinger, Studer & Bird, (2012) stated that the professionals chosen for the study held master's degrees and had recently been accredited as Board Certified Behavior Analysts. The author explained the choice of study participants as follows: “Individuals with advanced training were selected for this study because FAs are complex and should be facilitated by professionals with a solid foundation in ethical and conceptual principles… in between of article ...college students should read a methodology section of the previously mentioned study several days before beginning basic data collection. Additionally, the written descriptions and assessment schedules were read. Participants then collected baseline data. A quiz and feedback were then provided and a second baseline was conducted. Iwata et al. (2000) concluded that all participants “achieved a 95% accuracy criterion after receiving approximately 2 hours of training” (p. 187). The training material consisted of reading materials, watching videotaped sessions demonstrating correct implementation of the procedure, passing a written quiz, and receiving feedback on their performance during the sessions. The authors went on to suggest that personnel with a bachelor's degree can acquire the skills needed to perform a functional analysis.