THE EFFICACY OF FUNCTION-BASED INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES WHO EXHIBIT ESCAPE-MAINTAINED PROBLEM BEHAVIORS: PRELIMINARY RESULTS FROM A SINGLE-CASE EXPERIMENT.

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Bibliographic Details
Title:	THE EFFICACY OF FUNCTION-BASED INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES WHO EXHIBIT ESCAPE-MAINTAINED PROBLEM BEHAVIORS: PRELIMINARY RESULTS FROM A SINGLE-CASE EXPERIMENT.
Authors:	Burke, Mack D., Hagan-Burke, Shanna, Sugai, George
Source:	Learning Disability Quarterly. Winter2003, Vol. 26 Issue 1, p15. 11p.
Subjects:	Behavioral assessment, Education of children with learning disabilities, Behavior disorders in children, Reading
Geographic Terms:	Pacific Northwest
Abstract:	Presents a study that examined the use of functional behavior assessment to develop an intervention plan for a third-grade student in the Pacific Northwest, who exhibited high rates of problem behaviors during reading instruction. Analysis of the relationship between academic interventions and levels of task engagement; Effects of preteaching vocabulary concepts prior to reading instruction; Results and implications for research and practice.
Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Presents a study that examined the use of functional behavior assessment to develop an intervention plan for a third-grade student in the Pacific Northwest, who exhibited high rates of problem behaviors during reading instruction. Analysis of the relationship between academic interventions and levels of task engagement; Effects of preteaching vocabulary concepts prior to reading instruction; Results and implications for research and practice.
ISSN:	07319487
DOI:	10.2307/1593681