Functional assessment: Determining the maintaining variables of academic behavior
The purpose of the current investigation was to evaluate the efficacy of an indirect functional assessment procedure to generate hypotheses combined with brief functional analysis. Academic responding was the focus of evaluation and intervention. Students in regular education were selected through the prereferral team for whom academic performance was problematic due to either incomplete and/or inaccurate work in the area of math. Support was found for the use of the informant assessment for students hypothesized to have skill deficits, however, the informant assessment alone may have been more efficient for students with hypothesized performance deficits. Interventions based on the hypotheses appeared to be moderately effective for all students.