Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.

The team worked with one elementary student who had big behavior problems in class.

They asked the child what was hard and watched him in three different classrooms.

From that quick FBA they built a small package of changes and tried it all year.

The boy stayed on task far more in every class.

The gains held from fall to spring without extra staff.

Dunlap et al. (1991) did the same FBA-to-curriculum move first, but in a high-school special-ed room.

Matson et al. (1994) shows the idea also works in regular elementary classes, so the setting gap is closed.

TCruz-Montecinos et al. (2024) now gives us a faster checklist called ADC-B that picks academic fixes better than the old interview-and-test route.

Pollack et al. (2024) warns that most FBA plans skip trauma-informed steps; the 1994 package did not include them either, so today you may want to add that layer.

You can copy the simple recipe: five-minute student interview, short classroom probe, then pick one antecedent or consequence tweak.

No extra staff, no tokens, just fit the intervention to the function.

Try it next week with any kid whose behavior bounces across classes.