CURRICULUM CONTENT THAT IS NOT RELEVANT TO THE BACKGROUND, INTERESTS, OR ASPIRATIONS OF STUDENTS OR IS INAPPROPRIATE FOR STUDENTS' ABILITY LEVELS CAN CAUSE DISCIPLINE PROBLEMS. IF CURRICULUM CONTENT CAN CONTRIBUTE TO THE ONSET ON DISCIPLINE PROBLEMS, THEN CONCEIVABLY IT CAN HELP TO ELIMINATE SUCH PROBLEMS. A VARIETY OF CURRICULUM APPROACHES TO STUDENT BEHAVIOR PROBLEMS ARE FOUND IN THE LITERATURE. FIVE 'DIRECT' AND FIVE 'INDIRECT' APPROACHES INCLUDE DEPARTMENT TRAINING, MORAL EDUCATION, IMPROMPTU PROBLEMS, RULES, SPECIAL PROGRAMS, VALUES CLARIFICATION, PERSONAL AND GROUP PSYCHOLOGY, AFFECTIVE EDUCATION, SPECIAL SKILLS, AND STUDENT RIGHTS. THESE APPROACHES ARE EXAMINED WITH REGARD TO THEIR EFFECTIVENESS USING THE FOLLOWING CRITERIA: (1) IMPACT ON ACTUAL BEHAVIOR--DOES THE CURRICULUM RESULT IN BEHAVIOR CHANGE; (2) PRACTICALITY--IS IT POSSIBLE TO IMPLEMENT THE APPROACH IN THE CLASSROOM; AND (3) CONTROVERSIALITY--DOES THE CURRICULUM REFLECT LOCAL NORMS AND VALUES. ALTHOUGH THERE ARE INSUFFICIENT INVESTIGATIVE DATA ON THE EFFECTIVENESS OF THESE APPROACHES, THERE IS EVIDENCE THAT SOME OF THEM ARE INSTRUMENTAL IN CHANGING STUDENT BEHAVIOR PATTERNS. MORE RESEARCH IN THIS AREA IS SUGGESTED. REFERENCES ARE PROVIDED. (AUTHOR ABSTRACT MODIFIED--DAG)