A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities

Abstract

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported.

Effectiveness and Social Validity of FBAs for Youth At-Risk or With High Incidence Disabilities: A Meta-Analysis

“…These simple techniques are based on elementary principles of applied behavior analysis included in special education teacher preparation programs but rarely part of general education curriculum. For example, Merrett and Wheldall (1993) interviewed 176 secondary school teachers regarding their professional training and behavior management. Nearly three-quarters of them were dissatisfied with the preparation in this area while a majority indicated interest in attending training courses in behavior management.…”

“…It is believed that the most effective interventions implemented in school and clinical settings are those based on the purpose maladaptive behaviors serve (Ervin et al, 2001). There have literally been hundreds of studies conducted on various aspects of FBA methodologies across different participant characteristics, and approximately 17 systematic reviews have been conducted on various procedures and populations-eight of which used meta-analytic approaches to calculate effect sizes (Bruni et al, 2017;Common, Lane, Pustejovsky, Johnson, & Johl, 2017;Delfs & Campbell, 2010;Gage, Lewis, & Stichter, 2012;Goh & Bambara, 2012;Losinski, Maag, Katsiyannis, & Ennis, 2014;McKenna, Flower, Kim, Ciullo, & Haring, 2015;Miller & Lee, 2013). Some of the variables addressed in these reviews included, but were not limited to, single case synthesis, effect size approaches, different populations, quality of studies, and positive supports in schools and clinics.…”

Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

“…These types of perceptions may lead to a negative approach in dealing with pupils’ challenging behavior, and may result in the teacher resorting to punishments or refusing to use positive behavioral interventions [29]. Other reasons for children or adolescents displaying challenging behavior may be due to learning difficulties or disabilities [30] or cultural differences [31]. Sometimes teacher–pupil interaction patterns may be associated with a pupil’s behavior.…”

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

“…In multitiered systems of support, students are referred for additional behavioral supports when they are not responsive to less intensive strategies (Crone, Hawken, & Horner, 2015). This means students with and without disabilities, and those who engage in a wide variety of behaviors that interfere with learning, may be referred for FBA (Erickson, Stage, & Nelson, 2006; Goh & Bambara, 2012; McKenna, Flower, Kim, Ciullo, & Haring, 2015). Applications of functional analysis to a heterogeneous student population—including a range of behavioral profiles—presents both practical and methodological challenges.…”