ABSTRACT
There continues to be growing concerns over antisocial behaviors in schools and communities (e.g., aggression, delinquency, and violence) and over the lack of prosocial positive character development traits (e.g., caring, responsibility, and civic virtue) among our children and youth (Rose & Gallup, 2004). In 1998, some 2.6 million school-age youth were arrested in the United States (Snyder, 2004). A 2005 Federal report of U.S. youth shows an overall improvement in their health. It also indicates that parents report 5 percent or 2.7 million children have emotional or behavioral problems (Federal Interagency Forum on Child and Family Statistics, 2005). Within the schooling context, student behaviors that disrupt the learning environment often have a contagious effect (Kounin, 1970), influencing the disruptive individual, classmates, the school, and subsequently near and far communities. Classroom disruptions steal valuable teaching and learning time (Opuni, 2002). School climate and student achievement are casualties of these disruptions, resulting from time off task, conflicts, and ineffective instructional management. A multiple-year study by Gottfredson, Gottfredson, and Hybl (1993) shows that students who are disruptive in school are at higher risk of dropping out of school, substance abuse, and other delinquent behaviors. A pattern of disruptions also engulfs school administration in noninstructional activities with thousands of hours spent responding to disciplinary referrals to the office.
