The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders.

摘要: In this study, academic task assignments were modified in an effort to improve the conduct and performance of three students with emotional behavioral disorders. Functional assessments, including interviews direct observations, conducted identify variables that affected each student during problematic assignments. The assessments implicated several for student. These then used as guides modify tasks. modifications resulted reduced levels problem behaviors increased rates engagement, work productivity accuracy students. effects demonstrated within ongoing activities replicated through use reversal designs. findings are discussed relation practical process functional assessment relevance curricular instructional arrangements occurrence disruptive behavior.