The Efficacy of Function-Based Interventions for Students with Learning Disabilities Who Exhibit Escape-Maintained Problem Behaviors: Preliminary Results from a Single-Case Experiment
Restricted accessResearch articleFirst published online February, 2003
The Efficacy of Function-Based Interventions for Students with Learning Disabilities Who Exhibit Escape-Maintained Problem Behaviors: Preliminary Results from a Single-Case Experiment
This single-subject experiment explored the use of functional behavioral assessment to develop an intervention plan for a third-grade student with a learning disability, who exhibited high rates of problem behaviors during reading instruction. A functional analysis of the subject's behaviors revealed a relation between his problem behaviors and the nature of the academic tasks presented during reading instruction. The results provide preliminary evidence to support the use of functional behavioral assessment to influence instructional planning designed to improve the behaviors of students who exhibit escape-maintained problem behaviors related to academic tasks. The results are of particular relevance as researchers continue to explore effective interventions that support students with learning disabilities.
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