A model for conducting a functional analysis of academic performance problems

Edward J. Daly; Brian K. Martens; Joseph C. Witt; Eric J. Dool

A model for conducting a functional analysis of academic performance problems

Edward J. Daly, Brian K. Martens, Joseph C. Witt, Eric J. Dool

Department of Psychology

Research output: Contribution to journal › Article › peer-review

157 Scopus citations

Abstract

The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills. We organized the empirical research on academic intervention into five hypotheses that can guide the selection of interventions. Treatment protocols for six academic interventions and procedures for quickly testing their effectiveness are presented. The description of procedures for simple tests includes discussion of design issues, measuring outcomes, and guidelines for selecting treatments.

Original language	English (US)
Pages (from-to)	554-574
Number of pages	21
Journal	School Psychology Review
Volume	26
Issue number	4
State	Published - 1997

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Cite this

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AB - The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills. We organized the empirical research on academic intervention into five hypotheses that can guide the selection of interventions. Treatment protocols for six academic interventions and procedures for quickly testing their effectiveness are presented. The description of procedures for simple tests includes discussion of design issues, measuring outcomes, and guidelines for selecting treatments.

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A model for conducting a functional analysis of academic performance problems

Abstract

ASJC Scopus subject areas

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