Modifying instructional activities to promote desirable behavior: A conceptual and practical framework

Recent research has placed an increased emphasis on the role of antecedent 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 component of behavior management in school settings. The purpose of this article is to summarize a framework for conceptualizing and implementing a model to improve student behavior through individualized, assessment-based modifications of curricular activities. Included is a summary of research documenting the influence of curricular variables, with a particular focus on recent research on the assessment and utilization of student preferences. A practical model of functional assessment and curricular revision is presented, with examples to illustrate the process. The article concludes with a discussion of some practical issues and limitations, and a call for further efforts to develop curricula that are truly functional and responsive to the diverse and idiosyncratic needs of students with behavioral challenges.