MODIFYING INSTRUCTIONAL ACTIVITIES TO PROMOTE DESIRABLE BEHAVIOR - A CONCEPTUAL AND PRACTICAL FRAMEWORK

Recent research has placed an increased emphasis on the role of antece dent and contextual stimuli in efforts to improve student conduct. In particular, researchers and practitioners have explored the potential of modifying instructional and curricular variables as a principal com ponent of behavior management in school settings. The purpose of this article is to summarize a framework for conceptualizing and implementi ng a model to improve student behavior through individualized, assessm ent-based modifications of curricular activities. Included is a summar y of research documenting the influence of curricular variables, with a particular focus on recent research on the assessment and utilizatio n of student preferences. A practical model of functional assessment a nd curricular revision is presented, with examples to illustrate the p rocess. The article concludes with a discussion of some practical issu es and limitations, and a call for further efforts to develop curricul a that are truly functional and responsive to the diverse and idiosync ratic needs of students with behavioral challenges.