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Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment
Renee O Hawkins1, Michael I Axelrod
1University of Cincinnati, OH, USA.
Functional behavioral assessment (FBA) helps identify why youth with emotional or behavioral disorders (EBD) struggle with homework. Interventions based on FBA are more effective for increasing on-task behavior and academic success.
Area of Science:
- Educational Psychology
- Behavioral Science
- Special Education
Background:
- Homework completion is linked to academic success, but off-task behaviors are common, especially in youth with emotional or behavioral disorders (EBD).
- Effective interventions are needed to improve on-task behavior during homework for students with EBD.
- Functional behavioral assessment (FBA) shows promise for intervention planning, but research on its use with EBD youth facing academic challenges is limited.
Purpose of the Study:
- To investigate the utility of Functional Behavioral Assessment (FBA) procedures for identifying the maintaining contingencies of off-task behavior in youth with EBD.
- To compare the effectiveness of interventions derived from functional hypotheses versus those not linked to such hypotheses.
Main Methods:
- Employed FBA methods to analyze the off-task behavior of four youth diagnosed with behavior problems.
- Implemented and compared interventions based on identified functional hypotheses against control interventions.
Main Results:
- Interventions directly addressing the function of off-task behavior demonstrated greater efficacy.
- FBA-guided interventions were effective in increasing on-task behavior during homework for youth with EBD.
Conclusions:
- Functional behavioral assessment (FBA) is a valuable tool for developing targeted and effective interventions for youth with EBD experiencing homework difficulties.
- The study highlights the importance of understanding the function of behavior to design successful academic interventions.
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