Differentiating Academic Behaviors from Academic Skills to Inform Interventions

Abstract

The purpose of this study was to examine (a) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention and (b) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading screening scores (CBM-R), and half were selected based on their behavior screening scores (SAEBRS). Interventions were provided in a contraindicated fashion. Providing mismatched intervention did not lead to improvements, but the matched interventions increased positive outcomes. Results indicate that additional brief problem analysis is warranted when planning interventions. Limitations and suggestions for future research are provided.

Keywords:

• Interventions
• academics
• behavior
• elementary
• multiple baseline

Declarations

Disclosure statement

No potential conflict of interest was reported by the authors.

Availability of data and material

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

Consent to participate

Informed consent and assent were obtained from all individual participants included in the study.

Consent for publication

Within the informed consent, participants were informed of the possibility of publication. Informed consent and assent were obtained from all individual participants included in the study.