Building Functional Curricula for Students With Severe Intellectual Disabilities and Severe Problem Behaviors

Abstract

people with severe intellectual disabilities who engage in dangerous behaviors present a major challenge / addresses the role of instructional content (curriculum) in the reduction of problem behaviors . . . based on two assumptions / the first assumption is that [the authors'] task is not to discuss curriculum in general, but to meld curricular trends in the field with the unique curriculum needs of people who engage in severe problem behaviors / the second assumption is that curriculum development will need to be individualized / [there is a need] for an approach for building and revising curriculum content based on individual support needs (PsycINFO Database Record (c) 2016 APA, all rights reserved)