ABSTRACT
It is common for teachers and other school personnel to describe challenging student behavior as one of the most signifi cant issues in education. In fact, teachers report that challenging student behavior is the most diffi cult and stressful aspect of their job (e.g., Furlong, Morrison, & Dear, 1994; Kuzsman & Schnall, 1987; Safran & Safran, 1988). Further, they report that the most distracting and time-consuming problem behaviors are not necessarily the most intense, but the most frequent (Sprague & Walker, 2000). The most frequently cited problem behaviors include simple non-compliance and disrespectful interaction that disrupt the learning routine. Perhaps the most diffi cult type of behavior that teachers are asked to deal with are those that are considered “disruptive.” These include student acts that range in severity from mild forms such as “talkingout” and “interrupting” to more serious forms such as “fi ghting,” “theft,” and “bullying.” Disruptive, aggressive, and anti-social behaviors can have a range of problematic outcomes for teachers, administrators, and students.
