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The Journal of Special Education
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0022466907313350v1
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Article

Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners

Jorge A. Preciado*, Robert H. Horner, and Scott K. Baker

* To whom correspondence should be addressed. E-mail: jpreciad{at}uoregon.edu.


  Abstract
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.

First published on May 13, 2008, doi:10.1177/0022466907313350

The Journal of Special Education 2009;42:227.

A more recent version of this article appeared on February 1, 2009

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