When chronic problem behaviors occur in schools, the tendency is to react with stringent and restrictive consequences. Recently, emphasis has shifted toward proactive prevention strategies. In this article, we focus on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors.…

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…

School-wide positive behavior support (SWPBS) is designed to promote positive teaching and learning climates supporting positive social behavior and academic achievement. As a proactive school-wide approach, all students and all staff across all settings are considered. This approach has been implemented in more than 5,000 schools across the…

The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide…

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management…

The articles in this special Practitioner's Edition of "Psychology in the Schools" share the application of sound educational and behavioral practices in real school and classroom contexts. Given this emphasis in these articles on the applied use of behavioral practices, the purpose of this brief commentary is to highlight and comment on some of…

Proposes that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach based on positive behavior support. The features of positive behavior support are defined, and the application to whole-school intervention articulated. The steps used to implement school-wide positive behavior…

The study investigated the effects of training two learning and behavior disordered elementary students to ignore the inappropriate behavior and to reinforce the appropriate behavior of three peers who were also learning and behavior disordered. Results indicated the students were able to utilize extinction and reinforcement procedures…

The study examined the effects of object self-stimulation on the task-interrupting self-stimulatory behavior and prevocational work responses of a 13-year-old autistic boy. Findings suggested that the reinforcing effects of object self-stimulation may be used to increase desired behaviors and to decrease task-interfering behaviors. (Author/JW)

Strategies typically used for teaching academic skills can also be used to teach disabled children to become more socially competent. They include modeling, strategic placement, correspondence training, rehearsal and practice, positive reinforcement/shaping, prompting and coaching, positive practice, and multimethod training packages. (VW)

Describes using debriefing activities to increase the proactive and preventive benefits when negative consequences are given to students who display problem behavior. Discusses why educators use debriefing activities, how to determine effectiveness, what a debriefing activity should look like, and when it should be used. (Author/CR)

This article reviews features of behavioral support plans that teams should consider as they develop positive, effective responses to problem behavior, including investing in prevention occurrences of problem behavior and developing instructional objectives, avoiding rewarding problem behaviors, rewarding positive behaviors, and knowing what to do…

While the majority of students in schools tend to respond to effective general academic instruction and proactive schoolwide discipline systems, some continue to exhibit intense and chronic problem behaviors, even in the best schools. For these students, schools are highly variable in their ability and capacity to provide accurate and durable…

This article describes Effective Behavioral Support, a systems approach to enhancing the capacity of schools to adopt and sustain use of effective processes for all students. Implementation across four major areas of the school system is discussed, including: (1) schoolwide; (2) nonclassroom; (3) classroom, and (4) individual student. A sample…

In this introductory article, the main features of positive behavior support are described, including a prevention-focused continuum of support, proactive instructional approaches to teaching and improving social behaviors, conceptually sound and empirically validated practices, systems change to support effective practices, and data-based…