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The Journal of Special Education
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Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners

Jorge A. Preciado

University of Oregon, Eugene, jpreciad{at}uoregon.edu

Robert H. Horner

University of Oregon, Eugene

Scott K. Baker

University of Oregon, Eugene

This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.

Key Words: function-based approach • English language learners • literacy • behavior support intervention

This version was published on February 1, 2009

The Journal of Special Education, Vol. 42, No. 4, 227-240 (2009)
DOI: 10.1177/0022466907313350
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