Recent trends toward the inclusion of students with disabilities mean that a majority of students with emotional and behavioral disorders (EBD) now spend at least 40% of their day in general education settings (Snyder, Dillow, & Hoffman, 2009). With this change in location, teachers in general education settings are now asked to perform tasks that were not given much emphasis several years ago. One example, early intervention delivery systems such as Response to Intervention (RTI), require general education teachers to collect data and intervene (Bender & Shores, 2007) with a view toward prevention of more significant future academic and behavioral difficulties. Likewise, increasing requirements that teachers conduct functional behavioral assessments (FBAs), and develop, implement, and monitor behavior intervention plans (BIPs) based on such assessments (see Scott, Anderson, & Alter, 2012) have resulted in growing demands for data collection by both general and special education teachers. The success of these models often relies on professionals who may have little, if any, prior training in collecting reliable behavioral data.