Improving Academic Engagement through Systematic, Function-Based Intervention.

摘要: Abstract Fiona was a 14-year-old 7th-grader whose academic history, frequent behavior problems, and low levels of engagement put her at-risk for failure. This study's purpose to examine the effectiveness systematic process identifying function problem behaviors designing interventions that directly addressed function. The study conducted in two phases. Data from descriptive functional assessment (Phase 1) were used develop function-based implemented multiple classes 2). Substantial increases resulted. ********** Researchers school settings have reported positive effects intervention more than 15 years (Fox & Gable, 2004). approach involves based on results behavioral (FBA), i.e., an identifies consequences reinforce events predict when it will occur (Sugai et al., 2000). Reviewers this work (e.g., Fox, Conroy, Heckaman, 1998; Chait, 2000, Lane, Umbreit, Beebe-Frankenberger, 1999; Sasso, Stichter, 2001) concluded appears consistently produce results. However, these same reviewers also identified critical weakness: Although researchers clearly described used, they usually provided little if any detail about how FBA data interventions. weakness research has created problems practitioners as well. For example, recent with teams (Scott, Liaupsin, Nelson, McIntyre, 2005; Scott, Payne, 2005) found that, even accurately student's behavior, did not use information plans. To address problem, Ferro, Lane (2007) developed set methods organizing identify function(s) developing components are linked data. Some (Blair, Kweon, 2006; Stahr, Cushing, press; Dejud, 2004) using already before conclusions can be drawn broad applicability methodology, is needed students differing abilities, across different settings, types functions behavior. methodology middle-school student In Phase 1, conducted. included structured interviews observations Fiona's 2, systematically within ongoing activities classes. General Method Participant Setting 14-year-old, normally Caucasian female. had no record special education placement or psychiatric diagnoses, though she mild, unilateral hearing loss. She attended 7th-grade at charter school, where enrolled beginning current year because previous difficulties public system. A review records revealed frequently absent, numerous discipline referrals, retained 7th grade. Her mother gotten along well peers teachers school. decided move smaller setting hope would positively affect attendance, achievement, …