Academic Intervention

Edward J. Daly; Maureen A. O’Connor; Polly M. Daro; Whitney Strong; Mackenzie Sommerhalder

doi:10.1016/B978-0-12-405948-1.00015-3

Academic Intervention

Edward J. Daly, Maureen A. O’Connor, Polly M. Daro, Whitney Strong, Mackenzie Sommerhalder

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Poor academic achievement is common among juvenile sex offenders (JSOs), who display significant deficits in basic skill areas relative to their non-delinquent peers, making it very difficult to foster positive attachments to school. This chapter describes a functional approach to academic intervention, one which emphasizes increasing academic engagement and identifying functional reasons for academic skills deficits as a basis for choosing interventions. A model of assessment and intervention is presented as a multistep sequence for the selection and delivery of instructional and motivational interventions. The model encompasses various assessment strategies (establishing repeated measures of target behaviors, identifying potential reinforcers, and determining whether the problem is a skill or a performance deficit), and intervention strategies that are both empirically supported and can be derived from the assessment results.

Original language	English (US)
Title of host publication	Toolkit for Working with Juvenile Sex Offenders
Publisher	Elsevier
Pages	363-404
Number of pages	42
ISBN (Electronic)	9780124059481
ISBN (Print)	9780124059252
DOIs	https://doi.org/10.1016/B978-0-12-405948-1.00015-3
State	Published - Jan 1 2014

Keywords

Instructional Hierarchy
academic intervention
escape-motivated behavior
performance deficit
skill deficit

ASJC Scopus subject areas

General Psychology

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10.1016/B978-0-12-405948-1.00015-3

Cite this

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AU - Daro, Polly M.

AU - Strong, Whitney

AU - Sommerhalder, Mackenzie

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Academic Intervention

Abstract

Keywords

ASJC Scopus subject areas

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