Insufficient research exist evaluating the quality of behavioral assessment methods in a way that takes into account a principle tenant of behavioral assessment--that consistency in behavior across time or settings cannot be assumed. This dissertation first examined the quality of different direct FBA methods, specifically their accuracy, sensitivity, and treatment utility, with a focus on A-B-C recording. The second aim of this dissertation was to replicate and extend research by evaluating the accuracy of the Serial Recording form, a hybrid form of A-B-C recording that combines the practitioner-friendly format of structured recording with the superior analytic properties of continuous recording. The study also examined a range of potential factors that can impact accuracy when conducting direct observations. Forty-four school psychologists and four advanced graduate students in school psychology were randomly assigned to one of two conditions: Informed, in which participants were provided with a hypothesized function of the target students inappropriate behavior and Neutral, in which participants were not provided with a hypothesized function. Participants were trained to use the Serial Recording form and then watched a 10-min video during which they coded environmental events and target behaviors in the sequence in which they were observed. Participants then identified the function of the target behavior. Results showed unacceptable levels of accuracy in recording the occurrence and sequence of environmental events and student behaviors. Despite the poor accuracy, the majority of participants selected the correct function of behavior. A secondary aim of this study was to gain a broader understanding of how school psychologists are conducting FBAs in schools, as there is evidence to suggest that a failure to conduct a thorough FBA can have legal implications. This sample of participants are not including many important components (identification of target behavior, hypothesis of function) in their FBAs. Further, many participants are not regularly conducting FBAs in their schools. Findings from this study have important implications for continuing to evaluate the quality of behavioral assessment methods and training practitioners in function-based assessment and treatment.