Intensive Academic Interventions for Students With Emotional and Behavioral Disorders: An Experimental Framework
Intensive Academic Interventions for Students With Emotional and Behavioral Disorders: An Experimental Framework
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DOI：
10.1177/1063426616649162
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发表时间：
2016-09-01
影响因子：
1.9
通讯作者：
Gilmour, Allison F.
中科院分区：
文献类型：
--
作者：
Maggin, Daniel M.;Wehby, Joseph H.;Gilmour, Allison F.
研究一直表明，患有情绪和行为障碍（EBD）的学生有学习成绩不佳的风险。尽管学术问题和EBD之间的持续和强烈的关联，仍然缺乏信息的过程中，为EBD学生制定密集的学术干预。本文的目的是描述和审查的实验方法，为开发密集和个性化的学术干预，提供了一个潜在的有价值的方法，为学术干预的发展提供信息。具体来说，对学业行为的简要实验分析允许在相对较短的时间内比较两种或更多种干预措施。这些正式的比较提供了重要的信息，具体的做法或一套策略产生改进的反应，为学生的特定技能的兴趣。作者将简要的实验分析方法置于国家强化干预中心（NCII）提出的基于数据的个体化（DBI）方法中，然后回顾了最近对该方法的研究。研究结果被用来为后续的研究和实践提出建议。
Research has consistently demonstrated that students with emotional and behavioral disorders (EBD) are at risk for academic underachievement. Despite the persistent and strong association between academic problems and EBD, there remains a dearth of information on the process for developing intensive academic interventions for students with EBD. The intent of the present article is to describe and review an experimental approach for developing intensive and individualized academic interventions that provide a potentially valuable method for informing the development of academic interventions. Specifically, brief experimental analyses of academic behavior allow for the comparison of two or more interventions over a relatively short period of time. These formal comparisons provide essential information on which particular practice or set of strategies produce improved responding for the student on the particular skill of interest. The authors contextualize the brief experimental analysis methods within the data-based individualization (DBI) approach advanced by the National Center on Intensive Intervention (NCII) before reviewing recent research on the approach. Results are used to make recommendations for subsequent research and practice.