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The Journal of Special Education
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Reading Skills and Function of Problem Behavior in Typical School Settings

Kent McIntosh

University of British Columbia

Robert H. Horner

University of Oregon

David J. Chard

Southern Methodist University

Celeste R. Dickey

Bethel School District

Drew H. Braun

Bethel School District

The authors examined the relation between variables maintaining problem behavior and reading performance for elementary-age students. Participants were 51 students in Grades 4, 5, and 6 who had received two or more office discipline referrals in 2003-2004. Students were grouped by teacher-indicated function of problem behavior. The prevalence of behavioral function for students in general and special education is reported, and differences were determined for the number of discipline referrals and oral reading fluency rates. Chi-square analysis indicated differences in base rates of function between students in general and special education. Multivariate analysis of variance indicated significant differences in oral reading fluency by function of problem behavior, and follow-up analyses indicated significantly lower fluency scores for students whose indicated function was escape from academic tasks. These findings provide evidence for a coercion model in the classroom. The results are discussed in terms of the relevance of using functional behavior assessment and behavior support with general education populations.

Key Words: behavioral assessment • classroom behavior • functional behavioral assessment • academic assessment • reading

This version was published on November 1, 2008

The Journal of Special Education, Vol. 42, No. 3, 131-147 (2008)
DOI: 10.1177/0022466907313253
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