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The purpose of this investigation was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) methodology in collecting functional behavior assessment data. Specific questions of interest pertained to the evaluation of the accuracy of brief DBR-SIS ratings of behavioral consequences and determination of the type of training necessary to support such accuracy. Undergraduate student participants (N = 213; 62.0% male; 62.4% White) viewed video clips of students in a classroom setting, and then rated both disruptive behavior and 4 consequences of that behavior (i.e., adult attention, peer attention, escape/avoidance, and access to tangibles/activities). Results indicated training with performance feedback was necessary to support the generation of accurate disruptive behavior and consequence ratings. Participants receiving such support outperformed students in training-only, pretest–posttest, and posttest-only groups for disruptive behavior and all 4 DBR-SIS consequence targets. Future directions for research and implications for practice are discussed, including how teacher ratings may be collected along with other forms of assessment (e.g., progress monitoring) within an efficient Tier 2 assessment model.