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This dissertation consists of an introduction to the dissertation and a statement of problem (Chapter 1), a comprehensive literature review exploring strategies for training teachers to conduct behavior analytic interventions in school settings (Chapter 2), two single-case studies evaluating the effectiveness of using published practitioner journal articles for training special education teachers on preference assessments (Chapter 3) and the system of least prompts (Chapter 4), and a general discussion summarizing the findings and describing future directions for research (Chapter 5). In Study 1 (Chapter 3), the results of a multiple probe design across participants showed that performance of all 6 participants during simulated (role-played) sessions increased to mastery criterion levels with both preference assessment procedures (paired-stimulus and multiple-stimulus without replacement) following the introduction of a published article. Acquired assessment skills generalized to actual assessment situations involving students with and without disabilities. In Study 2 (Chapter 4), I conducted a replication of Study 1 on a different behavior analytic procedure, the system of least prompts. The results showed that a published article improved performance for all 6 participants, although 2 of 6 needed self-monitoring to reach criterion. Findings are discussed with respect to the strategic use of published practitioner journal articles in staff training.