학술논문
Using a Functional Assessment-Based Intervention to Increase Academic Engaged Time in an Inclusive Middle School Setting.
Document Type
Article
Source
Subject
*FUNCTIONAL assessment
*FIFTH grade (Education)
*STUDENTS
*MATHEMATICS
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*
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Language
ISSN
1074-2956
Abstract
The article examines the effect of functional assessment-based intervention (FABI) to a fifth grader whose pervasive off-task behaviors adversely affect his learning and other students. The FABI was designed, implemented and evaluated using the systematic approach developed by John Umbreit, Jolenea Ferro and Kathleen Lane. The intervention was employed during the student's inclusive math class where the student's academic engagement was at its lowest.