Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a positive classroom atmosphere are considered: routines, rules and rewards; and signal interference, redirection, and humor. It is suggested that affective education courses can also help prevent misbehavior by increasing the student's self-management. The following techniques that can help solve behavior problems are also discussed: behavioral procedures that increase the frequency of target behaviors (positive reinforcement, "token" systems, the Premack principle); behavioral procedures that decrease the frequency of target behaviors (extinction, time out, reinforcement of an alternative incompatible behavior); and behavioral approaches that teach new behaviors (modeling, demonstration, prompting, cueing, facing, and shaping). Additional approaches are also identified: contingency contracting to allow joint problem solving for teachers and students; and situational interviewing to involve teachers and students in shared resolution of problems. It is proposed that both problem solving and prevention strategies exist along continuums of internal to external control or student centered to teacher directed. Lastly, the importance of matching techniques to students' developmental and behavioral needs and incorporating them into an overall positive management strategy is noted. (SEW)