“Improving Academic Engagement through Systematic, Function-Based Intervention,” Education and Treatment of Children, Vol. 29, No. 4 (2006).

This article describes research which demonstrates that function–based interventions result in positive outcomes for students. This article describes a case study involving Fiona, a 14 year–old with a disability, who was exhibiting frequent disruptive behavior. The article explains the steps taken to assess Fiona’s behaviors and the positive changes that resulted when interventions designed with her needs in mind were implemented. The article defines off–task behavior (refusing to follow school codes of conduct) and on–task behavior (complying with school codes of conduct). The researchers first conducted a Functional Behavioral Assessment (FBA) and determined that Fiona’s off–task behavior occurred when her assignments were too difficult. Following the implementation of interventions based on the FBA, Fiona’s academic engagement increased. The case study is described as a valuable addition to current research on positive behavioral interventions.