Improving academic engagement through systematic, function-based intervention

Carl J. Liaupsin, John Umbreit, Jolenea B. Ferro, Annmarie Urso, Gita Upreti

Research output: Contribution to journalArticlepeer-review

34 Scopus citations


Fiona was a 14-year-old 7 th-grader whose academic history, frequent behavior problems, and low levels of academic engagement put her at-risk for academic failure. This study's purpose was to examine the effectiveness of a systematic process for identifying the function of her problem behaviors and designing interventions that directly addressed that function. The study was conducted in two phases. Data from a descriptive functional assessment (Phase 1) were used to develop function-based interventions that were implemented in multiple classes (Phase 2). Substantial increases in academic engagement resulted.

Original languageEnglish (US)
Pages (from-to)573-591
Number of pages19
JournalEducation and Treatment of Children
Issue number4
StatePublished - Nov 2006

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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