PREFERRED CURRICULAR ACTIVITIES AND REDUCED PROBLEM BEHAVIORS IN STUDENTS WITH INTELLECTUAL DISABILITIES

This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable beha viors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subs equently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred acti vities were associated with reduced levels of problem behavior and inc reased levels of desirable behaviors. The findings of this investigati on contribute to the applied literature on activity preference and sug gest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-managem ent strategy.