Using Functional Behavior Assessment to Match Task Difficulty for a 5th Grade Student: A Case Study

 
Haydon, T. (2012). Using Functional Behavior Assessment to Match Task Difficulty for a 5th Grade Student: A Case Study. Education and Treatment of Children, 35(3), 459-476.

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.

Link

Link to the Document

Prevention Level

  • Secondary

Audiences

  • PBS Coaches
  • PBS Teams
  • Specialists
  • Teachers

System Impacts

  • Classroom Level
  • Individual Student
  • Targeted Groups

Category

  • Elementary School