Content area
Full Text
Abstract.
Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained and expanded uses of these interventions and practices have not been consistent or widespread. One promising approach to the systemic and sustained implementation of these practices is school-wide positive behavior support (SWPBS). The SWPBS effort emphasizes an integration of measurable outcomes, data-based decision making, evidence-based practices, and overt support systems for implementers. This behaviorally based, comprehensive systems approach is suggested as a means of achieving durable implementation of effective school-based interventions. Although the SWPBS approach is conceptually sound and comprised of supportable behavioral practices, further systems-level demonstrations and validations of efficacy, effectiveness, and expansion are recommended.
Teaching and learning in many schools are disrupted by problem behavior, like harassment, aggression, social withdrawal, and insubordination (Walker, Ramsey, & Gresham, 2005). Fortunately, the literature documents effective classroom management and school-wide discipline practices for establishing safe and effective classrooms and schools (Dwyer, Osher, & Huffman, 2000; Mayer, 1995; Metzler, Biglan, Rusby, & Sprague, 2001; Nelson, Martella, & Galand, 1998; Safran & Oswald, 2003; Sulzer-Azaroff & Mayer, 1994,1986). This literature emphasizes neutralizing or eliminating risk factors and enhancing protective factors to prevent occurrence of problem behavior, reduce its incidence and prevalence, and enhance academic gains (Biglan, 1995; Gottfredson, 1997; Hawkins, Catalane, Kosterman, Abbott, & Hill, 1999; Loeber, 1990).
Unfortunately, a number of factors can affect the adoption and sustained use of these effective practices. For example, recent mandates have increased expectations that schools will provide for the educational needs of all students, and create safer learning and teaching environments (e.g., Safe Schools, Reading First, No Child Left Behind, Individuals with Disabilities Education Act). Achieving these expectations is difficult in the context of shrinking resources, multiple competing and overlapping initiatives, fewer qualified personnel, and less time.
When implementation of effective practices is limited, the tendency in many schools is to adopt a traditional "get-tough" approach to managing problem behavior (Skiba & Peterson, 1999, 2000). The assumption is that responding to repeated problem behavior with increasingly severe consequences will teach students that their unruly behaviors are unacceptable and will not be tolerated. Eventually, it is assumed (hoped) that the student will "get it" and stop the...