Training teachers and paraprofessionals to detect and record putative antecedents and consequences of problem behavior in the classroom has a number of potential benefits. In this study, we evaluated the outcomes of a computer-based training program consisting of lectures, models, and practice. A total of 39 teachers and paraprofessionals participated. Participants scored videos of teacher-student interactions after completing components of the instruction. The study was designed to evaluate the incremental contribution of instruction focused on (a) single exemplars of antecedents and consequences, (b) multiple exemplars of antecedents and consequences, and (c) simultaneously occurring antecedents and consequences. Training to detect simultaneously occurring events was necessary for the majority of participants to reach high levels of performance. The findings support the efficacy of computer-based training and indicate the necessary and sufficient components of this training.