This monograph offers six papers which present a model to assist in developing instructionally differentiated programming based on individual needs for students with behavioral disorders. The first three chapters focus on underlying philosophies. A paper by Myron Swize titled "Colorado's Needs-Based Approach" stresses that it is more important to focus on students' instructional needs than on their disability. "Implications of a Needs-Based Philosophy," by K. Kay Cessna and Lois Adams, considers how this approach uses identified student needs to drive all decisions regarding instruction and services. The third chapter, "The Expanded Curriculum: Individualizing the System," also by Lois Adams and K. Kay Cessna, discusses the need to expand the typical curriculum in order to provide individualized instruction for students with disabilities. Instructional design is the focus of the fourth and fifth chapters. "Behavioral Intent: Instructional Content for Students with Behavioral Disorders," by Richard S. Neel and K. Kay Cessna, suggests that meaningful behavior curriculum is determined by the student and that problem behaviors should be viewed as diagnostic of needed instruction rather than as the focus of intervention. The complexity of managing appropriate instruction for students with behavior disorders is discussed in Chapter 5 (also by Neel and Cessna), titled "Instructional Themes: A Pragmatic Response to Complexity." The final chapter is titled "Instructionally Differentiated Programming: Suggestions for Implementation," by K. Kay Cessna and Jaclyn Borock. Most chapters contain references. (DB)