Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers to implementation. In this article, we present barriers to implementation that may occur in secondary settings. To help educators make decisions, we offer recommendations and resources to overcome these barriers to implementing functional assessment-based interventions in secondary schools.

中文翻译：

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在二级环境中实施基于功能评估的干预措施：克服障碍的策略

有特定学习障碍 (SLD) 的中学生在通识教育课程中通常会表现出技能缺陷和问题行为。教师普遍了解如何实施强化干预，但可能不知道如何使用基于功能的方法解决技能缺陷和任务外行为，或者可能会遇到实施障碍。在本文中，我们提出了在次要环境中可能出现的实施障碍。为了帮助教育者做出决定，我们提供建议和资源，以克服在中学实施基于功能评估的干预措施的这些障碍。