ABSTRACT
Many schools in the United States are struggling to meet public expectations with respect to academic achievement, high school graduation, character development, career and vocational preparation, and post secondary transition (National Center for Education Statistics, 2009a,b; Snyder, Tan, & Hoff man, 2006; Wagner, Newman, Cameto, & Levine, 2005; Zigmond, 2006). Fortunately, many of the instructional and behavioral technologies needed to address these expectations exist. For example, explicit instructional strategies for teaching reading and math, multiple opportunities for active academic engagement, active supervision and monitoring, direct social skills instruction, and adult mentoring have been established as important to maximizing academic and social success (Dixon, Carnine, Lee, Wallin, & Chard, 1998; Gersten et al., 2009; National Institute of Child Health and Human Development, 2000; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). For classroom and behavior management, prevention based approaches are recommended for establishing positive school culture and academic success over reactive disciplinary procedures (Biglan, 1995; Bradshaw, Koth, Thornton, & Leaf, 2009; Bradshaw, Mitchell, & Leaf, in press; Colvin, Kame’enui, & Sugai, 1993; Mayer, 1995).
