Pediatric Prevention: Academic Behavior

Brian K. Martens, Emily L. Baxter

Research output: Contribution to journalReview articlepeer-review


Many children in the United States are performing below basic standards in reading, mathematics, and writing. Children at risk for academic problems often have comorbid classroom behavior problems and/or are diagnosed with high-incidence disabilities. Early intervention to prevent academic problems is a key goal of school-wide response-to-intervention models. The goal of school-based instructional intervention is to increase children's strength of responding so basic academic skills can be combined to solve more complex tasks. Parents and caregivers can support intervention efforts at school by engaging in frequent communication with student assistance teams and helping children with academic work completion at home.

Original languageEnglish (US)
Pages (from-to)469-479
Number of pages11
JournalPediatric Clinics of North America
Issue number3
StatePublished - Jun 2020


  • Academic problems
  • Fluency
  • Homework
  • Response-to-intervention
  • Strength of responding
  • Systematic formative evaluation

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

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