Using a function-based approach to decrease problem behaviors and increase reading academic engagement for Latino English language learners.

摘要

This study evaluates the effectiveness of a function-based intervention to improve behavior and academic reading outcomes for Latino English Language Learners (ELLs) who demonstrate escape maintained problem behaviors. The participants, four Latino ELLs in an elementary school general education setting (i.e., 2nd, 3rd, and 4th grade), were directly observed over a 14-week period. Indirect teacher interviews along with archival reviews were conducted to establish a hypothesis statement regarding function of problem behavior. A functional analysis was implemented to determine and verify the function of problem behavior (e.g., escape-maintained). A single subject multiple baseline across participants design was used to document the relationship between reduction in problem behavior and implementation of a Language Matched Intervention Priming. The intervention involved daily mentoring by a bi-lingual mentor who (a) reviewed the lesson for the next day, (b) taught vocabulary associated with the next day lesson, and (c) reviewed the instructions for reading learning activity assignment for the next day. Results documented a functional relationship between implementation of the intervention and reduction in problem behavior.;Implications of the results are provided both for clinical intervention for ELL children with problem behavior and future research integrating literacy and behavior support interventions.