Abstract
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 language | English (US) |
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Pages (from-to) | 573-591 |
Number of pages | 19 |
Journal | Education and Treatment of Children |
Volume | 29 |
Issue number | 4 |
State | Published - Nov 2006 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology