Function-Based Academic Interventions for Problem Behavior
This study investigated the relationship between problem behaviors and academic variables in classrooms. Functional behavioral assessments conducted with two fourth grade students indicated that academic variables occasioned and maintained problem behaviors. Two behavior support interventions were developed for each participant. One intervention was designed using a competing pathways model that combined behavioral and academic supports, and linked the intervention components to the functional assessment results. A second intervention was drawn from the literature, but did not match the functional assessment results. A single-case, reversal design was used to assess the effects of the function-based versus non-function-based interventions. Results indicated the function-based academic interventions resulted in significantly fewer problem behaviors than were observed during non-function-based interventions. The results lend support to the idea that interventions for problem behaviors that occur in the classroom context will be most successful if based on functional behavioral assessments.
Education and Treatment of Children
Filter, K. J., & Horner, R.H. (2009). Function-Based Academic Interventions for Problem Behavior. Education and Treatment of Children, 32(1), 1-19.
Publisher's Copyright and Source
Copyright © 2009 West Virginia University Press. Article published by West Virginia University Press in Education and Treatment of Children, volume 32, issue number 1, February 2009, pages 1-19. Available online: http://doi.org/10.1353/etc.0.0043.