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Abstract
Children who struggle to meet academic goals are more likely to also present behavioral challenges in school. Through the use of functional behavioral assessment, the interaction between behavioral and academic interventions was examined, suggesting new research directions and implications for assessment and intervention with children at-risk for academic and behavioral failure. Two questions were investigated: (1) Is there a functional relationship between function-based intervention and, a reduction in problem behavior and an increase in academic engagement, for elementary students who engage in problem behavior during academic instruction? (2) Is there a functional relationship between function-based academic interventions and improved academic performance, as assessed by curriculum-based measurement (CBM)?
Evidence-based interventions for reading and behavior support were identified, based on the function of behavior. Functional analysis was used to validate testable hypotheses of the Functional Behavioral Assessment (FBA) for students whose behavior was maintained by escape. The function of behavior for students whose behavior was maintained by attention was validated through intervention in the study. A multiple baseline single subject design across subjects was used with six, 3rd grade students who presented disruptive behaviors during instruction for reading or writing, and during assigned independent seatwork time for identified content areas. Throughout all phases of the study, measurement in reading achievement occurred three times each week, as determined by CBM-Reading, using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
Intervention was initially implemented based upon an alternate function of behavior; for example, an intervention would be designed based upon the behavioral function of escaping a task, for students whose behavior was maintained by adult or peer attention. Interventions were then designed and implemented based upon the function of behavior as an outcome of the FBA. As hypothesized, interventions identified for reading and behavior support that were not based upon the FBA were partially effective. While comprehensive, evidence-based interventions for reading and behavior support that were based upon the FBA were effective. A meta-analysis of repeated measures of oral reading fluency found no statistical significance between phase comparisons for effect of intervention, however provided insight into future directions for research.
