Using Structural Analysis and Academic-Based Intervention for a Student at Risk of EBD

Abstract

This single-case experiment used structural analysis to confirm the instructional conditions in which a third-grade student's problem behaviors occurred. At the time of the study, the student was under consideration for special education referral for an emotional or behavioral disorder. Interviews and preliminary direct observation data suggested that the problem behaviors were triggered by writing assignments. An experimental structural analysis confirmed strong relations between the student's problem behaviors and written expression tasks. Results from the analysis facilitated a classwide academic intervention designed to increase the target student's on-task behaviors during written expression tasks. A single-subject alternating treatments design revealed compelling improvements in the amount of time the student engaged in written expression tasks that were preceded by strategy instruction.