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Preventing Academic Skills Deficits

  • Chapter
Handbook of Child Behavior Therapy

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

A functional approach to remediating academic skills deficits differs from a functional approach designed to remediate inappropriate behavior. When addressing inappropriate behavior, often the goals are to reduce idiosyncratic behavior that may serve different functions across students and/or environments. Thus, individual behavior change programs may have to be implemented for each student. When addressing academic skill deficits there are similar goals across students, which include increasing or improving performance on academic skills. While some students may go through their education never requiring any psychoeducational services designed to remediate inappropriate social behavior, all students receive services designed to improve academic skills. Therefore, any discussion of approaches designed to remediate academic skills deficits should also address procedures designed to prevent academic skills deficits.

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Authors and Affiliations

  1. School Psychology Pro­gram, Mississippi State University, Mississippi State, Missis­sippi, 39762, USA

    Christopher H. Skinner

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  1. Christopher H. Skinner
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  1. Mississippi State University, Starkville, Mississippi, USA

    T. Steuart Watson

  2. University of California, Riverside, Riverside, California, USA

    Frank M. Gresham

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© 1998 Springer Science+Business Media New York

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Skinner, C.H. (1998). Preventing Academic Skills Deficits. In: Watson, T.S., Gresham, F.M. (eds) Handbook of Child Behavior Therapy. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-5323-6_4

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  • DOI: https://doi.org/10.1007/978-1-4615-5323-6_4

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4613-7429-9

  • Online ISBN: 978-1-4615-5323-6

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