A MODEL FOR CONDUCTING A FUNCTIONAL-ANALYSIS OF ACADEMIC-PERFORMANCE PROBLEMS

The purpose of this article is to describe a simple conceptual framewo rk for academic intervention that extends functional analysis procedur es to basic academic skills. We organized the empirical research on ac ademic intervention into five hypotheses that can guide the selection of interventions. Treatment protocols for six academic interventions a nd procedures for quickly testing their effectiveness are presented. T he description of procedures for simple tests includes discussion of d esign issues, measuring outcomes, and guidelines for selecting treatme nts.