ERIC Number: EJ999341
Record Type: Journal
Publication Date: 2012-Aug
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0748-8491
EISSN: N/A
Using Functional Behavior Assessment to Match Task Difficulty for a 5th Grade Student: A Case Study
Haydon, Todd
Education and Treatment of Children, v35 n3 p459-476 Aug 2012
We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student's escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student's level of performance based on his success in a special education resource room. During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student's positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. (Contains 3 figures.)
Descriptors: Instructional Effectiveness, Learning Disabilities, Program Effectiveness, Special Education, Intervention, Functional Behavioral Assessment, Grade 5, Intervals, Teaching Methods, Elementary School Mathematics, Time on Task, Behavior Problems
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A