Improving the behavior of students with emotional and behavioral disorders using individualized curricular modifications


This study evaluated assessment-based curricular modifications designed to improve the classroom behavior of two elementary school students with emotional and behavioral disorders. Functional assessment data led to individualized modifications of assignments. Evaluation indicated the modifications resulted in reduced problem behavior and increased task engagement by each boy. Results are related to new legal requirements for behavioral interventions.


Journal of Emotional and Behavioral Disorders


  • Karen Elfner Childs
  • Shelley Clarke
  • B. Delaney
  • Glen Dunlap
  • Lee Kern

Prevention Level

  • Secondary


  • Specialists
  • Teachers

System Impacts

  • Classroom Level
  • Individual Student


  • Developmental Disabilities
  • Elementary School