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Improving the Classroom Behavior of Students with Emotional and Behavioral Disorders Using Individualized Curricular Modifications

Lehigh University

Beth Delaney

Hillsborough Township School District in New Jersey

Shelley Clarke

Department of Applied Research and Educational Support at the Louis de la Parte Mental Health Institute at the University of South Florida

Glen Dunlap

Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Blvd., Tampa, FL 33612

Karen Childs

Florida's Goals 2000 Parent Involvement Resource Center (PIRC)

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

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 4, 239-247 (2001)
DOI: 10.1177/106342660100900404


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