Hawkins Renee O, Axelrod Michael I
University of Cincinnati, OH, USA.
Behav Modif. 2008 Nov;32(6):840-59. doi: 10.1177/0145445508318846. Epub 2008 May 15.
Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework are needed to increase students' academic success. Functional behavioral assessment (FBA) procedures may be helpful for intervention planning; however, there has been limited research on use of FBA with youth with EBD experiencing poor academic performance or task completion problems. In the current study, FBA methods were used to identify the contingencies maintaining the off-task behavior of four youth with behavior problems. Effects of interventions based on functional hypotheses were compared to the effects of interventions not linked to such hypotheses. Discussion focuses on utility of FBA procedures for developing and implementing effective interventions for youth with EBD.
研究表明，花在家庭作业上的时间与学习之间存在正相关关系。然而，学生们经常会出现脱离任务的行为，以逃避家庭作业的要求。患有情绪或行为障碍（EBD）的青少年尤其容易出现脱离任务的行为。需要有效的干预措施来增加家庭作业期间的专注任务行为，以提高学生的学业成绩。功能性行为评估（FBA）程序可能有助于干预计划；然而，对于在学业成绩不佳或任务完成存在问题的患有EBD的青少年中使用FBA的研究有限。在本研究中，FBA方法被用于识别维持四名有行为问题的青少年的脱离任务行为的意外情况。将基于功能假设的干预效果与未与此类假设相关联的干预效果进行了比较。讨论聚焦于FBA程序对于为患有EBD的青少年制定和实施有效干预措施的效用。
