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ERIC Number: EJ814419
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 88
ISSN: ISSN-0022-4669
Reading Skills and Function of Problem Behavior in Typical School Settings
McIntosh, Kent; Horner, Robert H.; Chard, David J.; Dickey, Celeste R.; Braun, Drew H.
Journal of Special Education, v42 n3 p131-147 2008
The authors examined the relation between variables maintaining problem behavior and reading performance for elementary-age students. Participants were 51 students in Grades 4, 5, and 6 who had received two or more office discipline referrals in 2003-2004. Students were grouped by teacher-indicated function of problem behavior. The prevalence of behavioral function for students in general and special education is reported, and differences were determined for the number of discipline referrals and oral reading fluency rates. Chi-square analysis indicated differences in base rates of function between students in general and special education. Multivariate analysis of variance indicated significant differences in oral reading fluency by function of problem behavior, and follow-up analyses indicated significantly lower fluency scores for students whose indicated function was escape from academic tasks. These findings provide evidence for a coercion model in the classroom. The results are discussed in terms of the relevance of using functional behavior assessment and behavior support with general education populations. (Contains 7 tables and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A