An adolescent female with multiple handicaps and severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. The assessment and intervention produced substantial and durable reductions in the student's longstanding and severe behavior problems. (Author/JDD)

A case study of an elementary school child with emotional and behavioral problems illustrates a process of descriptive assessment, functional assessment, and assessment-based intervention. The descriptive information generated hypotheses about variables maintaining the problem behavior which were then tested in the classroom environment.…