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.

摘要

本研究的目的是检验（a）基于阅读需求的阅读干预与不匹配的行为干预相比的效果，以及（b）基于行为需求的学术行为干预与不匹配的阅读干预相比的效果。六名学生参加了多基线研究。一半的学生是根据他们的阅读筛选分数（CBM-R）来选择的，一半是根据他们的行为筛选分数（SAEBRS）来选择。以禁忌的方式提供干预措施。提供不匹配的干预措施不会带来改善，但匹配的干预措施会增加积极的结果。结果表明，在规划干预措施时，需要进行额外的简短问题分析。提出了未来研究的局限性和建议。