Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners
作者： Jorge A. Preciado , Robert H. Horner , Scott K. Baker
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摘要: This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four ELLs in an elementary school general education setting, were directly observed over 14-week period. Functional behavioral assessment via teacher interviews archival reviews conducted establish hypothesis regarding maintaining function students' problem behavior. A functional analysis was verify behavior, single-subject, multiple-baseline, across-subjects design used document relationship between reduction implementation language-matched instructional priming. Results documented
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