Kern, Lee; And Others (1994). Journal of Applied Behavior Analysis, v27 n1 p7-19. Retrieved from: https://eric.ed.gov/?id=EJ483444
Reviewed: December 2016
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Functional Behavioral Assessment-based Interventions.
To view more detailed information about the study findings from this review, please see Functional Behavioral Assessment-based Interventions Intervention Report (977 KB)
Characteristics of study sample as reported by study author.
The study focused on one student but took place in three of his special education classrooms (spelling, English, and math). Each classroom had a teacher, aide, and about eight other students who were severely emotionally disturbed.
The study focused on one student, Eddie, who was an 11-year-old male in fifth grade. He had high-average intelligence, performing at or above grade level in all subjects. He had problems with on-task behavior and frequently had disruptive behavior, including tantrums and occasional self-injury. His special education program served students described as severely emotionally disturbed.
Functional behavioral assessment (FBA) procedures included direct observations of Eddie throughout the school day, interviews with Eddie and his teachers, and standardized test results. Based on initial observations, the researchers hypothesized that Eddie’s problem behavior occurred when he was trying to escape academic tasks and expectations. Using the results from additional FBA observations conducted during academic sessions, researchers worked with teachers to select three curricular modifications. All of the teachers included shorter assignments and self-monitoring as the FBA-based intervention. In math, the intervention also included reducing the number of drills (they were replaced with problem-solving activities), and in English and spelling, the teachers allowed Eddie to complete some work in a mode other than handwriting.
The study used one multiple baseline design experiment across three subjects. The baseline condition consisted of normal classroom practice without self-monitoring. Students mostly completed independent work, although teachers would also sometimes lecture; a classroom-wide behavior management system was in place, and good behavior was rewarded with points that could be exchanged for prizes. Normal instruction included shortening required work for Eddie. His teachers believed that shortening work had reduced Eddie’s tantrums, but he still did not complete his work.
Not reported.
Reviewed: September 2008
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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Reducing Behavior Problems in the Elementary School Classroom Practice Guide