Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders

We examined the effects of class-wide Curricular modification on the engagement and challenging behaviors of students enrolled in a self-contained science class. Participants were six students between the ages of 13 and 14, all with labels of severe emotional disturbance in addition to a variety of other diagnoses. Class-wide curricular modifications consisted of providing opportunities for choice making and ensuring that activities were of high interest to students. Findings showed that the Curricular modifications resulted in increased levels of engagement and decreased levels of problem behaviors. Results are discussed in the context of system-level behavior support within the school setting.