ABSTRACT
Today’s schools must address the behavioral needs of all students at a number of different levels. First, there must be schoolwide efforts that teach positive communication and social interaction skills, and develop positive school routines designed to prevent behavioral issues throughout the school day (Fishbaugh & Furshong, 1998; Scott, 2001; Taylor-Greene et al., 1997). Second, in conjunction with schoolwide efforts, classroom norms and routines can be established by educators, in collaboration with their students, to create a sense of caring and community in the classroom (Jones & Jones, 2001; Kohn, 1996; Sapon-Shevin, 1999). Third, behavioral issues must be addressed at the individual student level for students who have more intense, ongoing behavioral challenges (Hedeen, Ayres, Meyer, & Waite, 1996; Koegel, Koegel, & Dunlap, 1996; Scotti & Meyer, 1999). Addressing issues of school safety at the individual student level takes place through the creation of positive behavior support plans (Hedeen, Ayres, & Tate, 2001; Janney, Black, & Ferlo, 1989; Janney & Snell, 2000; O’Neill et al., 1997; Topper, Williams, Leo, Hamilton, & Fox, 1994).
