Improving the classroom behavior of students with emotional and behavioraldisorders using individualized curricular modifications

In this article, we describe analyses of assessment-based curricular modifi cations designed to improve the classroom behavior of elementary school stu dents with emotional and behavioral disorders. Functional assessments were conducted to identify instructional and curricular variables associated wit h undesirable behavior during problematic academic assignments. The assessm ent data led to individualized modifications of assignment features. Experi mental analyses verified that the modifications resulted in reduced problem behavior and increased task engagement for each of the participants. The r esults are related to previous research on functional assessment, positive behavioral support, and the new requirements for behavioral interventions u nder the Individuals with Disabilities Education Act Amendments of 1997.