Treatment integrity, a measure of how accurately a treatment is carried out, is integral to the concept of effective behavioral analysis and intervention. This study sought to correlate teachers' perceptions of the functional behavior assessment and behavior intervention process (FBA/BIP) with their confidence that the process is an effective and efficient one. Eleven currently employed regular education teachers attending classes at a southeastern university were asked to complete a questionnaire regarding their perceptions of the effectiveness of the FBA/BIP process and their confidence in carrying out behavioral interventions. Correlations were made to: (1) the amount of training (college, inservice, and professional conference sessions) each teacher had received; (2) the amount of support and feedback from special education personnel, administrative personnel, and other teachers they had received; and (3) the amount of input each teacher felt he or she had made to the functional assessment results and to the behavior intervention plan. Of these teachers, 62% had never participated in the FBA/BIP process even though they had an average of four "at risk" students in their classes, suggesting that teachers might be aware that the FBA/BIP process can be used for students not receiving special education services. Teachers had received minimal training in behavior modification procedures and seemed to lack confidence in carrying out complicated behavior intervention plans, calling into question the treatment integrity of FBA/BIP in this situation. (Contains 25 references.) (Author/SLD)