Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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B. F. Skinner Lecture Series Paper Session #134
CE Offered: BACB

Using Data to Identify the Function of Academic Behavior

Sunday, May 24, 2015
9:00 AM–9:50 AM
Lila Cockrell Theatre (CC)
Area: EDC; Domain: Applied Research
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Chair: Florence D. DiGennaro Reed (University of Kansas)
MATTHEW K. BURNS (University of Missouri)
Matthew K. Burns is the associate dean for research for the College of Education and a professor of school psychology at the University of Missouri. He has published more than 150 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the editor of School Psychology Review and past editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition, Dr. Burns also was a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for five years.

Behavior analysts are frequently involved when a student's behavior becomes so severe that in-depth analysis and understanding are needed. However, there is considerably more research to guide the analysis for behavior problems than for academic problems. This presentation will provide a framework to analyze difficulties in reading at the small-group (tier 2) and individual (tier 3) levels. Data will be presented from three studies (n ~200 to 600) to demonstrate that targeting the academic intervention based on the function of the behavior was more effective at tier 2 than using a general evidence-based intervention. Moreover, data from 15 students with the most severe reading problems will be provided to support the framework at tier 3.

Keyword(s): academic behavior, assessment, functional



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