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Improving Academic Engagement through Systematic, Function-Based Intervention

Carl J. Liaupsin, John Umbreit, Jolenea B. Ferro, Annmarie Urso and Gita Upreti
Education and Treatment of Children
Vol. 29, No. 4 (NOVEMBER 2006), pp. 573-591
Stable URL: http://www.jstor.org/stable/42900554
Page Count: 19
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Improving Academic Engagement through Systematic, Function-Based Intervention
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Abstract

Fiona was a 14-year-old 7th-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.

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