This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.
Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometric issues. Educational Assessment, 8, 231-257.
2.
Algozzine, B. (2002). Building effective prevention practices. In B. Algozzine & P. Kay (Eds), Preventing problem behaviors (pp. 220-234). Thousand Oaks, CA: Corwin Press.
3.
Algozzine, R., Putnam, R., & Horner, R.H. (2007). Which comes first, the achievement or the behavior ? Manuscript submitted for publication.
4.
Anderson, V., & Roit, M. (1998). Reading as a gateway to language proficiency for language minority students in the elementary grades. In R. M. Gersten & R. T. Jiménez (Eds.), Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research (pp. 42-54). Belmont, CA: Wadsworth .
5.
Artiles, A.J., Trent, S.C., & Palmer, J. (2004). Culturally diverse students in special education: Legacies and prospects. In J. A. Banks & C.M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 716-735). San Francisco: Jossey-Bass.
6.
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20, 50-57.
7.
August, D., & Hakuta, K. (1997). Improving schooling for language-minority children . Washington, DC: National Academy Press.
8.
August, D., & Hakuta, K. (Eds.). (1998). Educating language minority children. Washington, DC: Committee on Developing a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students, National Research Council, and Institute of Medicine .
9.
Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools. New York: Guilford.
Goldenberg, C. (1996). The education of language minority students: Where are we, and where do we need to go?Elementary School Journal , 96, 353-361.
13.
Good, R. H., Bank, N., & Watson, J. M. (Eds.). (2003). Indicadores dinámicos del exito en la lectura [Dynamic indicators of basic early literacy skills]. Eugene, OR: Institute for the Development of Educational Achievement.
14.
Good, R.H., & Kaminski, R.A. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
15.
Haager, D., & Windmueller, M.P. (2001). Early reading intervention for English language learners at-risk for learning disabilities: Student and teacher outcomes in an urban school. Learning Disability Quarterly , 24, 235-250.
16.
Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180.
17.
Iwata, B., Dorsey, M., Slifer, K., Bauman, D., & Richman, G. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 131-144, 197-209.
18.
Iwata, B.A., Dorsey, M., Silfer, K.J., Bauman, K.E., & Richman, G.S. (1982). Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities, 2, 1-20.
19.
Klingner, J., & Artiles, A.J. (2006). English language learners struggling to learn to read: Emergent scholarship on linguistic differences and learning disabilities . Journal of Learning Disabilities, 39, 386-389.
20.
Klingner, J.K., Artiles, A.J., & Barletta, L.M. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39, 108-128.
21.
Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second grade English language learners with reading disabilities. Elementary School Journal, 103, 221-238.
22.
March, R.E., & Horner, R.H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158-170.
23.
McIntosh, K., Borgmeier, C., Anderson, C., Horner, R., Rodriguez, B., & Tobin, T. (in press). Technical adequacy of the Functional Assessment Checklist-Teachers and Staff. Journal of Positive Behavior Interventions.
24.
McIntosh, K., Chard, D., Boland, J., & Horner, R.H. (2006). A demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions , 8, 146-154.
25.
McIntosh, K., Horner, R.H., Chard, D.J., Boland, J.B., & Good, R.H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291.
26.
McKenna, M. (2006). The role of function-based academic and behavior support to improve reading achievement. Unpublished doctoral dissertation , University of Oregon, Eugene .
27.
Moore, D.W., Anderson, A., & Kumar, K. (2005). Instructional adaptation in the management of escape-maintained behavior in a classroom. Journal of Positive Behavior Interventions, 7, 216-223.
National Center for Educational Statistics. ( 2006). Participation in education: Language minority school-age children. Retrieved February 20, 2007, from http://nces.ed.gov/programs/coe/2006/section1/indicator07.asp
30.
Patterson, G.R. (1982). Coercive family process. Eugene, OR: Castalia.
31.
Richards, S.B., Taylor, R.L., Ramasamy, R., & Richards, R.Y. (1999). Single subject research: Applications in educational and clinical settings. Belmont, CA: Wadsworth.
32.
Sanford, A. (2006). The effects of function-based literacy instruction on problem behavior and reading growth. Unpublished doctoral dissertation , University of Oregon, Eugene .
33.
Vaughn, S., Mathes, P.G., Linan-Thompson, S., & Francis, D.J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities, 20, 58-67.
34.
Weber, R.M. (1991). Linguistic diversity and reading in American society . In R. Barr, M. L. Kamil , P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 97-119). New York: Longman .
35.
Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14, 449-463.
