This paper describes the approach used by two demonstration sites to implement Pyramid Model Practices at fidelity and address behavioral issues without the use of suspension and expulsion. The article describes the critical features of implementation used by public school preschool centers to improve the implementation of evidence-based social…

In response to the call for inclusion, teachers are now managing challenging behavior in the general education classroom at increased rates. Co-teaching has been relied on by many teachers in order to create more inclusive classrooms, however, teachers continue to report feeling ill-prepared to manage student behavior effectively. Although many…

Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school…

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…

The purpose of this study was to establish empirical benchmarks for the rate of student discipline in public alternative schools in the United States and to identify normative rates of disciplinary infractions across different grade levels, gender, and racial groups. Participants included 15,846 students attending 108 alternative schools in 73…

As we attempt to address the needs of students with challenging behaviors in today's classrooms, it is important to gain an understanding of general and special educators' knowledge, skills, and confidence about evidence-based behavior interventions. This article presents a national survey study of 277 special and general educators' reported…

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described. Without clear…

It is well established that teacher praise has a positive effect on student disruptive behavior. However, there is little research suggesting how often Kindergarten teachers praise students in the classroom. This study aimed to collect praise frequency data across four general education Kindergarten classrooms. The type of praise teachers used and…

Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…

The purpose of this study was to determine whether the Fight-Free Schools violence prevention process had an effect on the frequency of aggressive acts of elementary school students. Participants included approximately 600 students ranging from Kindergarten to 5th grade in a suburban school in the Midwestern United States. Data were collected over…

Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the…

The display of antisocial behavior by children and youths in America is recognized as one of the most pressing concerns facing educators today. To meet the educational needs of these students while maintaining safe school environments, school districts across the nation have increasingly looked toward alternative educational programs.…

Functional behavior assessment (FBA) is an integral component of a positive behavior support approach to preventing problem behavior across all students in the school. As primary prevention, FBA is a collaborative school-wide practice to predict common problems and to develop school-wide interventions. As secondary prevention, FBA involves simple…

Factors associated with antisocial and aggressive behaviors in the schools are considered. Past practices are contrasted with emerging approaches to opposing aggression, including primary, secondary, and tertiary prevention. The need for comprehensive intervention, the current policy of inclusion, and changing school personnel preparation…

This article discusses strategies for preventing aggression and violence in children and youth, including understanding and applying appropriate interventions for escalating levels of aggression and violence, classroom preventative and planning measures, and systemwide policies and procedures. A student crisis plan sheet is provided as a tool for…