A Model for Conducting a Functional Analysis of Academic Performance Problems

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Abstract
The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills. We organized the empirical research on academic intervention into five hypotheses that can guide the selection of interventions. Treatment protocols for six academic interventions and procedures for quickly testing their effectiveness are presented. The description of procedures for simple tests includes discussion of design issues, measuring outcomes, and guidelines for selecting treatments.