Academic Intervention

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

Research output: Chapter in Book/Report/Conference proceedingChapter


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 languageEnglish (US)
Title of host publicationToolkit for Working with Juvenile Sex Offenders
Number of pages42
ISBN (Electronic)9780124059481
ISBN (Print)9780124059252
StatePublished - Jan 1 2014


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

ASJC Scopus subject areas

  • General Psychology


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