A MODIFICATION TO THE SELF-REGULATED STRATEGY DEVELOPMENT INSTRUCTIONAL APPROACH FOR STUDENTS WITH BEHAVIORAL CHALLENGES Students with and at-risk for behavioral concerns, such as those with emotional and behavioral disorders (EBD), often have academic concerns as well that adversely affect their overall school success. Researchers have investigated many academic and behavioral interventions to determine effective strategies for students with and at-risk for behavioral challenges, including the self-regulated strategy development (SRSD) instructional approach. Previous researchers have concluded the SRSD instructional approach is effective for students with and at-risk for behavior challenges and have recommended future studies incorporate behavioral supports to address students’ behavioral needs simultaneously. This study intended to investigate the use of a reading comprehension strategy, TRAP, using the SRSD instructional approach with a function-based adaptation to the self-reinforcement procedures. Further, this study intended to explore teachers’ perspectives of supporting students’ academics and behavior in residential treatment facilities. Due to COVID-19, only one participant was able to receive the intervention, making this an AB study. In addition, only one teacher was available for the interview. The initial findings of this study show potentially promising effects of TRAP with function-based self-reinforcement procedures. Implications for future research and practice are discussed.