Intensive Academic Interventions for Students with Emotional and Behavioral Disorders: An Experimental Framework

Autor/inn/en	Maggin, Daniel M.; Wehby, Joseph H.; Gilmour, Allison F.
Titel	Intensive Academic Interventions for Students with Emotional and Behavioral Disorders: An Experimental Framework
Quelle	In: Journal of Emotional and Behavioral Disorders, 24 (2016) 3, S.138-147 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426616649162
Schlagwörter	Intervention; Student Behavior; Emotional Disturbances; Emotional Problems; Behavior Problems; Behavior Disorders; Comparative Analysis; Functional Behavioral Assessment; Literature Reviews + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gefühlsstörung
Abstract	Research has consistently demonstrated that students with emotional and behavioral disorders (EBD) are at risk for academic underachievement. Despite the persistent and strong association between academic problems and EBD, there remains a dearth of information on the process for developing intensive academic interventions for students with EBD. The intent of the present article is to describe and review an experimental approach for developing intensive and individualized academic interventions that provide a potentially valuable method for informing the development of academic interventions. Specifically, brief experimental analyses of academic behavior allow for the comparison of two or more interventions over a relatively short period of time. These formal comparisons provide essential information on which particular practice or set of strategies produce improved responding for the student on the particular skill of interest. The authors contextualize the brief experimental analysis methods within the data-based individualization (DBI) approach advanced by the National Center on Intensive Intervention (NCII) before reviewing recent research on the approach. Results are used to make recommendations for subsequent research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01